A educação na saúde : possibilidades de atuação do pedagogo no hospital

Abstract

This research discusses the role of the Pedagogue in the health area as a specialist in teaching and learning processes. It is assumed that although Pedagogy is usually related to school spaces, this is not the only possible field of action, with emphasis on practices in the Business, Social, Hospital and Legal fields. In the hospital, the exercise of pedagogy is not new, although initially focused on the care area. Faced with the dynamic transformations of the health sciences, Pedagogy has been assuming responsibility for theoretically bringing the school closer to the hospital, through active methodologies and significant learning guided by public health policies, important guidelines for patient and professional care processes. Such practices translate into health education. Thus, this study aimed to discuss the possibilities of action of pedagogues in the hospital. In dialogue with the theoretical framework, a research with a qualitative approach, of a social nature, characterized as participatory research, carried out at Hospital de Clínicas de Porto Alegre/RS was developed. As methodological procedures, in the first stage of the research, the documental analysis of the Education and Personnel Development Plan of the institution was carried out. In the second stage, questionnaires were applied and interviews were carried out with five pedagogues who work in sectors parallel to the assistance, called the Teaching Directorate, the Nursing Education Service and the Continuous Qualification and Improvement Service. The collected data were submitted to the assumptions of Bardin's Content Analysis (2011). The results found show that in the hospital there are opportunities for the pedagogue to work, in addition to the best known work, which is assistance. In addition, it was verified the importance of the undergraduate curriculum in Pedagogy to demonstrate to future pedagogues all the possibilities of action, giving them the opportunity to know and experience other non-school contexts, even if in a more comprehensive way, since the specific deepening for performance in each context will be at the discretion of the future pedagogue according to their professional interests.