Banca de DEFESA: ROBERTA CERES ANTUNES MEDEIROS DE OLIVEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : ROBERTA CERES ANTUNES MEDEIROS DE OLIVEIRA
DATA : 13/06/2019
HORA: 16:00
LOCAL: Auditório 02 do PPGEd - NEPSA II
TÍTULO:

Pedagogical experiences in hospital class: by specialized teacher training

PALAVRAS-CHAVES:

Specialized teacher training. Hospital class. Autobiographical narratives. Research training. Pedagogical experiences.

PÁGINAS: 300
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The teaching performance in a hospital context emerges from the need to guarantee the right to education for children, youth and adults in health care. Even though there are no specialized courses of initial training and public examinations exclusive to the teaching practice in these differentiated spaces of public education in Rio Grande do Norte, teachers wish and struggle to act pedagogically in hospital and home classes, and begin to experience conscious and unspoken experiences teacher training in loco. The thesis aims to investigate pedagogical experiences for a specialized training in hospital class. The theoretical framework adopted is based on the principles of (self) biographical research in education (PASSEGGI, 2011, 2011a, 2014, 2016, PASSEGGI; SOUZA, 2017, DELORY-MOMBERGER, 2012, 2014, ALHEIT; DAUSIEN, 2006), the socio-educational movement of life stories in formation (PINEAU, 2004, 2005, JOSSO, 2010), cultural psychology adopting a narrative perspective (BRUNER, 1997, 2014; BROCKMEIER; HARRÉ, 2003; GALVÃO, 2005) and in studies of teacher education (NÓVOA, 1999, 2002, 2009, SOUZA, 2006, FREIRE, 2011, 2011a, 2018). Four nursing teachers from Rio Grande do Norte participated in the reflexive group of biographical mediation (PASSEGGI, 2011), a device of constitution of sources and research-formation, which integrates three spheres of autobiographical reflection: reflection with the peers others, reflection in action and reflection with oneself. The corpus of the work is constituted by written autobiographical narratives, in autobiographical reflection tables and in letters. The thematic analysis and the meta-interpretation of the data (PASSEGGI et al., 2017) collaborate to understand the experiences that underpin the specialized training in hospital class. The results reveal pedagogical experiences that form the basis for specialized teacher training in the hospital class, through four essential elements: autobiographical capital, teaching ethos, biopsychosocial otherness and pedagogical empathy in the hospital class. In this sense, we understand four dimensions that characterize the formative experiences of the autobiographical capital of the teachers participating in the research-formation: the historicalcultural dimension, the pedagogical dimension, the autopoietic dimension and the social and affective dimension. We identified five provisions concerning collective training practices, through the configuration of the teaching ethos in a hospital class: the willingness to know, the willingness to build a professional culture, the willingness to be pedagogical, the willingness to work in a team, and the willingness by virtue of social commitment. (Re) we know experiences that indicate challenges and possibilities of learning and training with children and adolescents in health treatment, based on the other bio.psico.social alterity, from two perspectives: the perception of the other in the pedagogical experience, the child and / or the adolescent in health treatment; the perception of the other that emerges from the pedagogical experience, the teaching of children and adolescents in health care. We reflect on daily pedagogical empathy actions, resulting from the teaching that recognizes the biopsychosocial otherness, as an essential element for teaching practices in hospital class, presenting three fundamental axes: respect, support and pedagogical mediation to children and adolescents in health treatment ; communication, seduction and pedagogical possibilities; between losses and gains: happiness, epistemological love and pedagogical practices. We defend the thesis: by a teacher training specialized in hospital class, considering pedagogical empathy, social praxis revealing experiential knowledge (autobiographical capital) and collective of the profession (ethos teacher), due to the recognition of the biopsychosocial otherness to children and adolescents in treatment of health, with which, teachers, seek to host, accompany and guarantee human dignity through pedagogical intervention, based on the educational presuppositions of inclusion and social justice.

MEMBROS DA BANCA:
Interna - 2621064 - CYNARA TEIXEIRA RIBEIRO
Externa à Instituição - ECLEIDE CUNICO FURLANETTO - USP
Externa à Instituição - LUCIANE DE CONTI - UFPE
Presidente - 7346845 - MARIA DA CONCEICAO FERRER BOTELHO SGADARI PASSEGGI
Externa à Instituição - SIMONE MARIA DA ROCHA - UFERSA
Interna - 2507717 - TATYANA MABEL NOBRE BARBOSA
Interno - 3280986 - WALTER PINHEIRO BARBOSA JUNIOR