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An initial approach to the epistemological foundations of Hospital Pedagogy -- teaching in hospital -- is intended. This effort involves identifying the different ways of conceiving this practice reveal the interdisciplinary nature of their field of knowledge. By previously defining Hospital Pedagogy as a knowledge that is built from interdisciplinarity, also -- and without trying to generate noise with this statement--, it is affirmed that its contributions are post-disciplinary in nature, which implies taking the best of the disciplines that support and substantiate it, providing new concepts to knowledge or a resignification of those concepts of their feeder disciplines. This can result in distortions and destabilization of the representations of the studied objects, deforming those same objects of study. Part of these distortions and destabilizations respond to conflicts of authority, language and position faced by its supporting disciplines, therefore, it can be said that Hospital Pedagogy contains a double substantiation, of heterotopic character, in constant movement, with itinerant concepts, with structural violence. Its object and nature is interstitial, anti-utopian, and diasporic, with a complete inter-referencing system that allows its knowledge to be built from multiple territories. [ABSTRACT FROM AUTHOR]

En la presente entrevista, la Dra. Lizasoáin, Profesora Titular de la Universidad de Navarra (España), explica que la Pedagogía Hospitalaria (PH), es un campo orientado a la ampliación de las oportunidades educativas de colectivos de estudiantes atravesados por alguna situación de enfermedad, cumplimentando el objetivo de reducir las instancias de retraso escolar y de sus aprendizajes, como consecuencia de su estancia de hospitalización. A juicio de la especialista, esta dimensión de la pedagogía expresa una relación de dependencia respecto de la Educación Especial, por lo que debe nutrirse de sus contenidos, así como de la didáctica general y especial, y de la orientación. De acuerdo con esto, los ejes de tematización implicados en la construcción de un proyecto ético y pedagógico apropiado a este campo de trabajo, deben organizarse en función de la atención educativa al niño enfermo y hospitalizado, contribuyendo a su estabilidad emocional y a una más pronta recuperación, especialmente, aporta a humanizar el proceso de enfermedad de cada estudiante. Si bien, las reflexiones y/o comentarios aportados por la Dra. Lizasoáin resultan relevantes e iluminadores, surge la necesidad de profundizar en los mecanismos de construcción del conocimiento, específicamente, develar la autenticidad que delimita la naturaleza de sus saberes de cara a los crecientes y complejos desafíos que atraviesan a la educación en este nuevo siglo. De acuerdo al alcance de los aportes contenidos en este trabajo, que reafirma que, la Pedagogía Hospitalaria (PH), constituye una poderosa herramienta para la reducción performativa y regenerativa de las desigualdades educativas, contribuyendo fielmente, a la defensa de los derechos humanos. Razón por la cual, debe ser concebida como una 'frontería' intelectual, política y pedagógica. [ABSTRACT FROM AUTHOR]

The research investigated the pedagogical action by means of planned activities, according to the school curriculum, for the children hospitalized with severe burns, bedridden, to prevent the interruption of their schooling process, interrupted by lengthy hospital stay. We observed a child enrolled in regular elementary school who suffered a serious burn caused by flammable liquid, requiring hospitalization in pediatric burn ward in a hospital in the city of Curitiba, Paraná, over a three-month period. After conducting educational activities planned with this child, at her bedside, we observed that these activities: a) allow the continuation of the schooling process and facilitate school inclusion after discharge from hospital, b) cooperate in coping with hospital stress and in recovering the self- esteem of the child c) require from the teacher a training that allows him/her to work besides the school contents, emotional content brought by the sick child. It also showed the need for the creation, adaptation and computerization of educational resources for the pedagogic approach at the pediatric bed. We considered proposing greater pedagogical investment in mediating school content in pediatric environment in order to promote the production of knowledge parallel to health treatment. We pointed out that the pediatrics is accompanied by an amount of at least two teachers and two psychologists seeking to establish an interdisciplinary job and ensure quality care for the child with special needs during hospitalization period. [ABSTRACT FROM AUTHOR]