Banca de DEFESA: TYARA CARVALHO DE OLIVEIRA

PUBLIC POLICIES ON INCLUSIVE EDUCATION & TEACHER TRAINING: discussing the Class / School Hospital.

Hospital Class, Teacher Training, Public Policy, Inclusive Education.

The present work aims to analyze the Inclusive Education Public Policies that regulate and base the Hospital Classes / Schools of Brazil in interface with the proposals of continuing and initial formation of the teachers, specifically those of the public education system that act in the hospital pedagogical attendance. . The Hospital Class / School is considered an education modality that aims to provide educational care to the hospitalized student regardless of the length of stay. Focusing on this theme becomes more and more necessary as, due to the dynamics of society itself in terms of expanding the training and acting spaces, it also expands alternatives for the professional insertion of the graduates of the Pedagogy and Degree courses in various teaching spaces. . This approach is based on the urgency of efforts to adapt teacher education processes to the demands not only of legal precepts, but especially to better organization of these processes. It was necessary to discuss this theme due to the lack of similar research. To achieve these objectives, the methodology adopted in this qualitative and quantitative field study research, using the survey technique with semi-open questionnaires formulated in Google docs, and answered only by teachers working in Hospital Classes / Schools. For the search of these teachers / participants, it was made public on social networks, more specifically in a group of Whatsapp that brings together teachers of Hospital Class / School from all over Brazil plus a group and a Facebook page "Hospital Class / School" . Thus, through the analysis of reports of teachers working in Hospital Classes / Schools, we pointed out the aspects related to the reasons that motivated this type of action, public policies known and applied in praxis, strategies of structuring the pedagogical doing and knowledge and what were the elements of initial and continuing formation that guide their practice. We conclude that the lack of a specific National Public Policy for Hospital Classes / Schools, according to the teachers interviewed, makes it difficult to expand this type of education in hospitals that can offer this service. The legislation on care is dispersed and inscribed in the context of special education without being directly and clearly established the obligation and regularity of care.