COMPARATIVE STUDY OF PEDAGOGICAL CARE TO STUDENTS IN TREATMENT OF VARIOUS PATHOLOGIES BETWEEN BRAZIL AND CANADA:

approximations and distances

Abstract

In Brazil, the hospital school attendance is directed by the Ministry of Education-MEC and the municipal and state Secretariats of Education, aiming at the continuity of the school process of hospitalized students and/ or in health treatment from early childhood education, Elementary and High School. It is carried out by teachers from various areas, updated in continuing training and accompanied pedagogically by their respective departments. In Canada, there is a similar structure. Despite the cultural differences between Brazil and Canada, a similarity in the educational field is presented regarding the offer of education for all. Concerning the Brazilian legislation, the realization of this offer is described through the Federal Constitution of 1988 - Art. 205. When it comes to the universalization of care, we understand that it is possible to reach different communities, such as indigenous, quilombolas, disabled or students who are unable to physically attend the school environment, disease, such as cancer or sometimes a syndrome such as autism. In this article, our goal is to present the realities of pedagogical care outside the school environment, in which the student continues the teaching-learning process. The target audience refers to students in treatment of various pathologies in Brazil and, in Canada, we will deal with pedagogical practices with students of severe degree of autism. The relevance of this article lies in the comparative study, in order to capture different pedagogical approaches that have the same end result: continuity and school success for the construction of a citizen of rights.