Da Segregação à Inclusão: Uma Análise do Serviço de Atendimento à Rede de Escolarização Hospitalar (SAREH) em Clinica Psiquiátrica no Estado do Paraná

• Ano de defesa: 2014
• Autor(a) principal: Araujo, Andreia Straube
• Orientador(a): Cruz, Gilmar de Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: UNICENTRO - Universidade Estadual do Centro Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação (Mestrado)
• Departamento: Unicentro::Departamento de Ciências Humanas, Letras e Artes
• País: BR
• Palavras-chave em Português: classe hospitalar; clinica psiquiátrica; aluno-paciente
• Palavras-chave em Inglês: hospital class; clinical psychiatrist; student-patient
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://localhost:8080/tede/handle/tede/346

This study has the objectives to analyze how to organize the Hospital Class service in a Psychiatric Clinic located in a town in southern Paraná, and understand how to set up the process of teaching and learning in this space. The hospital class aims to promote the pedagogical and educational services, for children and teenagers who are hospitalized. This qualitative research uses instruments of data collection such as questionnaires and document analysis. The insertion of the hospital class in the psychiatric clinic studied was given by the Attendance Service to the Hospital Schooling Network (SAREH/Paraná). In the passing of the investigation, the evidence showed that it is possible and necessary the insertion of the hospital class on the psychiatric environment, because it has significantly contributed to the teachers, to the clinical staff, and especially to the students who have the hospital class as a space of personal meeting and opportunities to be recognized in their potentialities, weaknesses, dreams and uncertainties. Much more than educational assistance, the hospital class in psychiatric clinic acts as a support for the teenagers and young people who have lost hope and dignity before the society where they are inserted. The work reveals a guided practice in pedagogical listening and in the respect to the uniqueness of each student and his life story. The study also revealed the neglect and forgetfulness experienced by this public, despite many debates and meetings held to give more conscience, dignity and humanization to psychiatric patients. From the data presented, one can conclude that there is a need to formulate pedagogical proposals and deepen the theoretical knowledge and methodological about the insertion of educational processes in the psychiatric environment, with a view to, actually, provide to internal staff a psychological and cognitive development, through a joint work and integrated between education and health.