Avaliação da pedagogia hospitalar no âmbito da política educacional: configurações teórico-empíricas

Abstract

This evaluative research aims to assess, from both theoretical and empirical perspectives, the implementation of public policies related to the right to education for hospitalized children and adolescents, taking into account the practical and structural challenges present in the hospital environment. . The specific objectives are: (i) to identify the main regulations and guidelines governing Hospital Pedagogy in Brazil, examining their articulation with public educational policies; (ii) to analyze the national academic production on Hospital Pedagogy, highlighting advances, challenges, and gaps in the implementation of this educational modality; and (iii) to assess the contributions of hospital pedagogy to the integral development of hospitalized children and adolescents, considering the theoretical and empirical perspectives present in the literature. The relevance and institutional trajectory of Hospital Pedagogy experiences are based on the need to ensure the continuity of the schooling process for children and adolescents undergoing prolonged health treatments, guaranteeing their fundamental right to education, as established in Brazilian legislation. The research adopts the In-Depth Evaluation model, as proposed by Rodrigues (2008) and Gussi (2012), articulated with Lejano's experiential approach (2012). This theoretical-methodological framework allows for a critical and contextualized analysis of public policies, considering the multiple dimensions involved in the implementation of Hospital Pedagogy. To operationalize the In-Depth Evaluation paradigm, a qualitative approach was developed, encompassing the configuration of context, content, and trajectory of the public policy in question. During the methodological redefinition process, a bibliographic and documentary deepening on Hspital Pedagogy was chosen, complemented by an exploratory study that included visits to hospital contexts and support houses, as well as interviews with teachers and specialists active in the field. The results of this evaluative research, presented in this dissertation, offer significant elements and contributions for the improvement of Hospital Pedagogy experiences, strengthening the right to education of hospitalized children and adolescents and promoting their educational and social inclusion.