2022-03-072022-03-072022-03-072022-02-04https://ri.ucsal.br/handle/prefix/4774The research started from the line of research Universal Social Policies and Citizenship da UCSAL. It dealt with the following central problem: What are the reality indicators of the teacher training policy framework, the pedagogical practice, the structure of the Political Pedagogical Project, and the management of the Municipal School Hospitalar e Domiciliar Irmã Dulce – 2012 a 2020, and what contributions can be incorporated from Critical-Historical Pedagogy to increase advances in the human training process? The methodology applied was a case study with the triangulation technique. The empirical investigative field was of documental origin and field research, including the analysis of Laws and Resolutions that deal with Special Education in Brazil and the Pedagogical Attendance at Home and Hospital, as well as the Pedagogical Political Project of the Irmã Dulce Municipal School for Hospital and Home Care (EMHDID); The content analysis of 10 questionnaires and 10 interviews applied to ten teachers, 01 manager, two vice-managers and four coordinators, who worked in nineteen homes located in the city of Salvador, three Casas-Lar and two Casas de Apoio of this same municipality, considering the period from 2012 to 2020, was also carried out. Also, 21 theses and dissertations were identified and analyzed to recover previous studies that are close to the object of investigation. The categories of analysis of the questionnaires and interviews of the ten teachers were: a) pedagogical home care, b) professional achievement as an APD teacher, c) teaching and learning process, d) optimization of the Pedagogical Time. The final considerations of the research point out, among other indicators, that 1. although there is ample Brazilian legislation on Special Education in Brazil, Resolution no. 038/2013 of the Municipal Council of Education of Salvador and a draft Municipal Law of Salvador no. 64/2026, which deal with home and hospital pedagogical care, there are challenges that are located in various spheres and that have not been addressed in teacher training in undergraduate courses or in continuing education policies of the municipality of Salvador; 2. the pedagogical work of the daily exercise of management and teaching, denote high pedagogical commitment of the teachers involved; 3. There are obstacles arising from the need of a specific public policy of formation of teachers, considering the specificity that imposes the reality of home and hospital care; 4. There are assumptions in the methodological approach of teaching of Critical-Historical Pedagogy that can meet socio-educational needs, from contributions that deal with the cultural-historical periodization of the development of children, youth and adults affected by temporary or permanent illness.Acesso AbertoAtendimento pedagógico domiciliarFormação de professoresEscola hospitalar e domiciliarPedagogia histórico-críticaPedagogical home careTeacher trainingHospital and home schoolCritical historical pedagogyDissertaçãoSociais e HumanidadesMultidisciplinar