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Aprendizagem significativa, mediação e inovação pedagógica na classe hospitalar: configurações possíveis
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Abstract(s)
Nesta investigação, propusemo-nos pesquisar a inovação na prática pedagógica a partir dos processos de aprendizagem construídos pelos sujeitos que se encontram em classe hospitalar. A interrogante cientifica que norteou nossa investigação assim, se constituiu: a prática pedagógica em ambiente hospitalar se constitui inovação para o processo de aprendizagem das crianças hospitalizadas? Nessa direção o objetivo central foi analisar a prática pedagógica vivenciadas na classe hospitalar, instalada na Escola Hospitalar e Domiciliar Irma Dulce. Analisamos as práticas pedagógicas ali construídas à luz da teoria da inovação pedagógica, percebendo-a no contexto de aprendizagem. Nessa proposição identificamos os processos de mediação construídos dentro da classe hospitalar para reconhecemos os artefatos usados na prática pedagógica e as implicações para construção de uma aprendizagem mais, colaborativocooperativa, descrevendo o papel assumido por professores e alunos durante a construção desta. Para suporte teórico utilizamos Fino e Sousa (2001, 2003, 2005), Papert (2008), Vygotsky (1998) Kuhn (1975), Toffler (1970), Macedo (2010), André (2000) entre outros. A nossa escolha metodológica para coleta de dados priorizou os princípios da etnografia com o uso da observação participante periférica, entrevista não estruturada e análise documental. Os dados foram analisados seguindo os informes dados por Bardin na análise de conteúdo. Os dados mostraram que a classe hospitalar apresenta, dentro da construção da práxis, indícios de inovação pedagógica por potencializar a aprendizagem colaborativa e significativa, ao estimular a ZDP dos alunos através das atividades na dinâmica de pares e tutoria; por apresentar a perspectiva de um currículo praticado e não de um currículo prescrito, por trazer como centro da aprendizagem conteúdos que interessam ao grupo de discentes e que se relacionam com aspectos ligados ao diálogo entre educação e saúde; a criação de novos tempos e espaços para aprendizagem ao apresentar o leito-enfermarias como lugares de aprender, com tempos diversificados. Assim, concluímos que a prática pedagógica construída naquele espaço carrega um gene do diferente, gene do movimento e da flexibilidade. Acreditamos que as descrições e analises apresentadas possam contribuir para pensarmos escolas em diferentes formatos, em múltiplos espaços.
In this research, we have proposed to analyze innovation in pedagogical practice from the learning processes built by the subjects inserted in the hospital class. The scientific question that guided the investigation was: does the pedagogical practice in hospital environment mean innovation for the learning process of hospitalized children? In this direction, the central objective was to understand/analyze the pedagogical practices lived in the hospital class, installed into Irma Dulce Home and Hospital Scholl. We have analyzed the pedagogical practices built on the light of pedagogical innovation theory, perceiving it in a learning context. In this proposal, we identify the mediation process built within the hospital class to recognize the artifacts used in pedagogical practice and the implications for building a more collaborativecooperative learning, describing the role assumed by teachers and students during this process. For theoretical support, we have used Fino e Sousa (2001, 2003, 2005), Papert (2008), Vygotsky (1998), Kuhn (1975), Toffler (1970), Macedo (2010), André (2000), among others. The methodological choice for data collection was based on ethnography principles with the peripheral participant observation, unstructured interview and documentary analysis. The data were analyzed following the reports given by Bardin in the content analysis. The results of the study showed that hospital class presents, inside the construction of praxis, indications of pedagogical innovation for potentiating collaborative and meaningful learning by stimulating the students' ZPD through activities in pair dynamics and mentoring; for presenting the perspective of a practiced curriculum and not a pre-written curriculum, for bringing as a center of learning contents that interest the group of students and that relate to aspects linked to the intersection between education and health; the creation of new times and spaces for learning when presenting the bed-wards as places to learn, with diversified times. Thus, we conclude that pedagogical practice built in that space carries a gen of the different, gen of movement and flexibility. We believe that the descriptions and analyzes presented in this research can contribute to thinking of schools in new formats, in new spaces.
In this research, we have proposed to analyze innovation in pedagogical practice from the learning processes built by the subjects inserted in the hospital class. The scientific question that guided the investigation was: does the pedagogical practice in hospital environment mean innovation for the learning process of hospitalized children? In this direction, the central objective was to understand/analyze the pedagogical practices lived in the hospital class, installed into Irma Dulce Home and Hospital Scholl. We have analyzed the pedagogical practices built on the light of pedagogical innovation theory, perceiving it in a learning context. In this proposal, we identify the mediation process built within the hospital class to recognize the artifacts used in pedagogical practice and the implications for building a more collaborativecooperative learning, describing the role assumed by teachers and students during this process. For theoretical support, we have used Fino e Sousa (2001, 2003, 2005), Papert (2008), Vygotsky (1998), Kuhn (1975), Toffler (1970), Macedo (2010), André (2000), among others. The methodological choice for data collection was based on ethnography principles with the peripheral participant observation, unstructured interview and documentary analysis. The data were analyzed following the reports given by Bardin in the content analysis. The results of the study showed that hospital class presents, inside the construction of praxis, indications of pedagogical innovation for potentiating collaborative and meaningful learning by stimulating the students' ZPD through activities in pair dynamics and mentoring; for presenting the perspective of a practiced curriculum and not a pre-written curriculum, for bringing as a center of learning contents that interest the group of students and that relate to aspects linked to the intersection between education and health; the creation of new times and spaces for learning when presenting the bed-wards as places to learn, with diversified times. Thus, we conclude that pedagogical practice built in that space carries a gen of the different, gen of movement and flexibility. We believe that the descriptions and analyzes presented in this research can contribute to thinking of schools in new formats, in new spaces.
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Keywords
Inovação pedagógica Classe hospitalar Aprendizagem Educação e saúde Prática pedagógica Etnografia Pedagogical innovation Hospital class Learning Education and health Pedagogical practice Ethnography Ciências da Educação . Faculdade de Ciências Sociais