Contribuições do estágio supervisionado obrigatório para formação de estudantes de Pedagogia: experiências artístico-pedagógicas na classe hospitalar do HUPES/UFBA

Abstract

This study presents the results of a research that aimed to investigate the contributions of the Internship in the Hupes hospital class to the training of Pedagogy Degree students at UFBA. The study was based on the contributions of Pimenta and Lima (2006), Pereira and Feldmann (2020), Gohn (2006), Fonseca (1998), Fontes (2005), Barros (2014), Almeida (2018), Canda and Batista (2009), Duarte Jr (1991;2000), Zen, Carvalho e Sá (2019), Macedo, Nascimento e Guerra (2014), Gomes (2022), Freire (2004), Barbosa (1998) and other authors which discuss internships in a non-school environment, training and artistic-pedagogical experience. In the methodological approach, exploratory research was carried out, taking a qualitative approach. As a procedure, documentary research and case study were used and as a data collection instrument, a questionnaire was produced, in digital format, sent to a group of graduates of the Supervised Internship 3 curricular component carried out in the Hupes hospital class in the semester of 2022.2. The responses collected were analyzed and linked to the theoretical framework. The data were transcribed and organized into thematic categories: Hospital Class as a field of activity for the pedagogue and Artistic-pedagogical experiences in the hospital class at Hupes and Internship as a training power. The results found reveal that Stage 3 is an opportunity to gain professional experience in a non-school context, especially Hospital Pedagogy; as well as fundamental for the integral, sensitive and humanized training of UFBA Pedagogy Degree students. They also point to the understanding that the pedagogy course is still very far from education in non-school educational contexts, restricting a broader understanding of education and pedagogical action; Stage 3 highlighted the importance of the pedagogue in different social contexts, reinforcing the idea that education goes beyond the school environment; and finally the perception that the artistic-pedagogical experiences in the Hupes hospital class stand out for their diversity and positive impact on the sensitive, humanized and critical education of hospitalized children and adolescents.

This study presents the results of a research that aimed to investigate the contributions of the Internship in the Hupes hospital class to the training of Pedagogy Degree students at UFBA. The study was based on the contributions of Pimenta and Lima (2006), Pereira and Feldmann (2020), Gohn (2006), Fonseca (1998), Fontes (2005), Barros (2014), Almeida (2018), Canda and Batista (2009), Duarte Jr (1991;2000), Zen, Carvalho e Sá (2019), Macedo, Nascimento e Guerra (2014), Gomes (2022), Freire (2004), Barbosa (1998) and other authors which discuss internships in a non-school environment, training and artistic-pedagogical experience. In the methodological approach, exploratory research was carried out, taking a qualitative approach. As a procedure, documentary research and case study were used and as a data collection instrument, a questionnaire was produced, in digital format, sent to a group of graduates of the Supervised Internship 3 curricular component carried out in the Hupes hospital class in the semester of 2022.2. The responses collected were analyzed and linked to the theoretical framework. The data were transcribed and organized into thematic categories: Hospital Class as a field of activity for the pedagogue and Artistic-pedagogical experiences in the hospital class at Hupes and Internship as a training power. The results found reveal that Stage 3 is an opportunity to gain professional experience in a non-school context, especially Hospital Pedagogy; as well as fundamental for the integral, sensitive and humanized training of UFBA Pedagogy Degree students. They also point to the understanding that the pedagogy course is still very far from education in non-school educational contexts, restricting a broader understanding of education and pedagogical action; Stage 3 highlighted the importance of the pedagogue in different social contexts, reinforcing the idea that education goes beyond the school environment; and finally the perception that the artistic-pedagogical experiences in the Hupes hospital class stand out for their diversity and positive impact on the sensitive, humanized and critical education of hospitalized children and adolescents.