(RE)PENSAR LA PEDAGOGÍA HOSPITALARIA DESDE SUS FUNDAMENTOS EPISTEMOLÓGICOS.

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]