Entre o hospital e a escola : significações de crianças com doença crônica sobre seus pertencimentos institucionais e implicações identitárias

Abstract

The present study is devoted to listening to children with chronic illnesses related to their lives in two situations: when they can go to school and when they need to stay in the hospital. He is part of the Research Group on Child Psychology - GPPIN - in his umbrella project titled: "The construction of social knowledge by children: a study of children's experiences and meanings". The study is based on the historical-cultural perspective (VIGOTSKI, 1993; 1996; 2000; 2006; 2008; 2009; 2010) that considers human beings to be constructed through multiple human and cultural interactions that permeate their lives. It is also based on the theory of social representations (MOSCOVICI, 1978, 2015, JODELET, 2002, 2009, 2015, DUVEEN, 1995, CASTORINA, 2003, JOVCHELOVITCH, BAUER, 2003 and ANDRADE, 2007, 2014); way to make the strange, familiar. It was sought to give visibility to the child's point of view, recognizing her as the protagonist of her experiences. In this proposal, we sought to investigate what the meanings and meanings the children attribute in relation to the experience in the hospital and in the school in order to analyze the possible identity implications resulting from these distinct institutional belongings. The study counted on fifteen children between seven and twelve years old, with some chronic illness, patients of the ambulatory of nephrology of a university hospital of Cuiabá. The production of the data was mediated through participant observation and narrative interview (JOVCHELOVITCH; BAUER, 2003) with induction of metaphor. The data were analyzed considering the guidelines of the Nuclei of significance (AGUIAR; OZELLA, 2006). The meanings that children share, characterize the hospital and school spaces, according to their experiences and according to the limitations to which these children are subjected in each of these spaces. The children consider the hospital as: space for maintaining life; which generates strangeness, concern and mutual care; place where the compulsory confrontation of pain and fear occurs. The school was announced as: open window to the world; a space from which one can speak; of risk and self-regulation. The care and life dyad can be highlighted as a central element of children's meanings, whose major challenge is the development of coping strategies in complex and actively threatening situations in the sphere of intergenerational dialogue, overcoming the blind conformity that usually guides the educational practices that promote addiction and reactive behaviors.