O atendimento pedagógico domiciliar na Rede Pública Municipal de Educação de Feira de Santana: o entre-lugar na discussão curricular sobre diversidade

Abstract

The present text presents the result of a research, whose general objective was to analyze interfaces between the school curriculum and the Home Pedagogical Service (APD) in the pursuit of an inclusive educational approach in the municipal public schools of Feira de Santana and has as specific objectives: to characterize the organization of APD in the Municipal Public Education Network of Feira de Santana and problematize the implications of APD for the subjects involved in intra- and extra-school environments. For the development of the research, a qualitative approach was chosen, whose method is the narrative, of a descriptive and analytical nature. The scenario consists of two municipal public schools of education in Feira de Santana, state of Bahia, in which two students, whose health was compromised and prevented from being in the physical space of the school, were enrolled. In addition to the schools, their homes, places where classes were held, also constituted a space for teaching and learning and, therefore, were environments that were part of the research. The methodological instruments used were: document analysis, consisting of a course plan or Curriculum Proposal; School's Political Pedagogical Project; quiz; conversations with the research subjects, namely: coordinators, school principals, classroom teachers, Specialized Educational Service (AEE) teacher, health professionals and mothers of APD students. The results obtained from this research were: the APD is characterized as a pedagogical action for children and adolescents from the Initial and Final years of elementary school who are in a situation of illness and cannot physically attend school and, therefore, have classes with the teacher with acting in APD designated by the Municipal Education Department of Feira de Santana and, in the case of a student in a situation of APD with a disability, in addition to this teacher, the AEE teacher is referred. In addition, there is: the importance of the relationship between the teachers in the classroom and the teacher with their work in APD; the need to maintain the relationship between students in APD situation with the class in which they are enrolled and vice versa; validation of students' schooling by family members, understanding the learning process as a collective action; the classes (APD) contributed to the participation of students in the activities proposed by health professionals. It was concluded that even without the physical presence of the students at school, they provoked pedagogical and curricular reflections regarding the (re)organization of their documents and daily planning, attentive to diversity and human difference. Finally, the mobilization of students generated concern in municipal public policies seeking to guarantee this right to children and adolescents in a condition of illness.