A atuação do pedagogo no contexto das classes hospitalares: uma revisão integrativa

Abstract

This work for the conclusion of the undergraduate course in Pedagogy is an integrative review whose guiding question is “How is the role of the pedagogue in the context of hospital classes evidenced in national research?”. The general objective is to highlight the role of the pedagogue in the context of hospital classes in national research. The specific objectives are: to understand the possibilities of the pedagogue’s role in national hospital classes; identify the contributions of the hospital pedagogue’s work to hospitalized children and adolescents; understand how pedagogical activities can be developed in the hospital context. Likewise, this study is justified due to the personal impact caused by the experiences that the present author had in the curricular component of the Internship at the Federal University of Bahia (UFBA) at the Faculty of Education (FACED), in which she was able to have contact with the pedagogue responsible for care in the hospital class at the Professor Edgard Santos University Hospital (HUPES). The main references used were Lima and Paleologo (2012); Simões (2016); Oliveira and Santos (2021); Araújo (2017); Fontes (2005); Pereira and Fantacini (2018). This research used secondary sources, which are master's dissertations and scientific articles, with the chosen method being the Integrative Review, which had SciElo, Redalyc and the UFBA Institutional Repository and the terms The search descriptors used were “Hospital Pedagogue”, “Hospital Pedagogy”, “Hospital Class”, based on Sampaio’s (2013) approach. The search cutoff corresponds to the period of Jan. from 2018 to Dec. 2022. The application of this research was based on the six steps proposed by Souza, Silva and Carvalho (2010), which are: 1 - elaboration of the guiding question; 2 - search or sampling in the literature; 3 - data collection; 4 - critical analysis of the included studies; 5 - discussion of results; 6 - presentation of the integrative review. As a result, a total of 10 works were selected and it was clear that the pedagogue's role in hospital classes has an affective and sensitizing character, which promotes benefits both in the continuity of the educational processes of children and adolescents during hospitalization, as well as in partnership with the multidisciplinary team. Finally, this work also seeks to contribute so that future pedagogues know that hospital pedagogy is also a possibility for educational action.