Políticas públicas de educação inclusiva & formação de professores: debatendo a classe/escola hospitalar

Abstract

The present work aims to analyze the public policies of inclusive education that regulate and base the Classes/schools in Brazil in interface with the proposals for continuing and initial training of teachers, specifically the of the public educational network that work in hospital pedagogical care. The class/Hospital school is considered a modality of education that aims to offer educational care to the student (a) hospitalized independently of the length of hospitalization. Focusing on this theme becomes more necessary in that, by the very dynamics of society in terms of expanding the formative spaces and acting, there is also a widening of alternatives for the professional insertion of the graduates of the pedagogy courses and the Graduations in various teaching spaces. This approach is based on the urgency of efforts to adapt the processes of teacher training to the demands not only of legal precepts, but in particular a better organization of these processes. It was necessary to problematize this theme due to the scarcity of similar researches. To achieve these objectives, the methodology adopted in this qualitative and quantitative research using the survey technique with semi-open questionnaires formulated in Google docs and answered only by the teachers acting in the Classes/ Hospital schools. For the search of these professors/participants was made the dissemination on social networks more specifically in a group of Whatsapp that gathers teachers of class/hospital School of all Brazil besides a group and a Facebook page "class/School Hospital ". Thus, through the analysis of the reports of the professors working in the Classes/hospital schools, we pointed out the aspects related to the reasons that motivated him to this type of action, public policies known and applied in Praxis, strategies of Structuring of the pedagogical work and knowledge and what were the elements of the initial and continuing formation that guide their practice. We conclude that the lack of a national public policy specifies for hospital Classes/schools, according to the professors interviewed, hinders the expansion of this modality of education in hospitals that can offer this service. The legislation on care is dispersed and inscribes itself in the context of special education without being directly and clearly established the obligatoriness and regularity of attendance