Olhares e narrativas de crianças hospitalizadas sobre a vida escolar

Abstract

The questions that guide this study refer to what hospitalized children tell about their school experiences and their way of seeing and living from attendance in the hospital class. This proposal was developed based on the invitation for the children to share their knowledge in the study more profound of the theme about the continuity not only of schooling, but also of childhood experiences during hospitalization. The participation of the children values their knowledge and their condition of subject, as active and creative agents, in contrast to their condition as a patient. The objective of the study was to analyze and understand what children tell about school practices, attitudes and their experiences when they are in care in the hospital class. The voice of the child, the complexity of care, that integrates health and education, and the small production of research work in this modality justify the development of this research from three theoretical axes: the recognition of competences and the rights of the child; the modality of teaching in the hospital class for children undergoing health treatment and the processes of learning in childhood, including playfulness. The Brazilian legislation and the authors Bazílio and Kramer (2011), Matos and Mugiatti (2011), Fonseca (2008), Ceccim and Carvalho (1997), Morin (2006), Vigotski were the main references for the study of principles and practices, which underlie this research. Freire's thought and experience (1967, 1975, 1979, 1996, 1997) form the inspiration and the basis for reflection from the process of humanization: liberating and dialogical. The methodology used is characterized by the qualitative research, with source in the narratives of five hospitalized children. Three games that contemplate playful possibilities for the construction of narratives by children were used as instrument for pedagogical listening. Because this activity involves children, care and ethics are present in the various circumstances of this project, in order to preserve children from exposures and risks. Bogdan and Biklen (1994), Cruz (2008) and Oliveira-Formosinho (2008) were references to the methodology based on children's narratives in this work. Taking the children's point of view represents an experience of alterity, in this sense the collected data were organized in categories that express what the hospitalized children tell about school activities, attitudes, schooling and playfulness. The data analysis identifies in the activities narrated by the participating children the prevalence of a banking conception of education, meritocratic, unrelated to meaningful learning and indicates pleasures, attitudes and values that express experiences related to the playfulness and affectivity present in knowledge and learning that extrapolate the school environment. In elaborating their narratives, children affirm their condition as subjects and invite all of us to review the possibilities that the school can develop in order to concretize processes of humanization and transformation in everyday life.