Docentes en Pedagogía Hospitalaria: Una Revisión Sistemática

Ávalos, Lucas; Fernández, María Beatriz

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Sumário

School and Educational Psychology • Paidéia (Ribeirão Preto) 31 • 2021 • https://doi.org/10.1590/1982-4327e3139 copiar

Docentes en Pedagogía Hospitalaria: Una Revisión Sistemática

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

Los/as docentes hospitalarios/as enfrentan el desafío de incluir en contextos complejos con pocos antecedentes empíricos. Esta revisión sistemática tuvo por objetivo analizar los estudios empíricos publicados entre el 2000-2020 sobre docencia en pedagogía hospitalaria. Utilizando los lineamientos PRISMA, identificamos 363 artículos en las bases de datos Web of Science, SciELO y Scopus, seleccionando 11 bajo criterios de inclusión. Identificamos tres categorías transversales: tendencias de estudio; dimensiones del trabajo y características docentes; y desafíos. Los resultados muestran el predominio en el campo de: estudios descriptivos; enfoques teóricos de inclusión y derecho; y mujeres como docentes e investigadoras. Las investigaciones enfatizan en aspectos emocionales, la falta de orientaciones y dificultades relacionales del trabajo docente. Se concluye la necesidad de fortalecer metodológicamente los estudios, aumentar la corresponsabilidad docente-personal médico; y generar políticas y formación específica.Estos hallazgos identifican avances y desafíos en el campo pudiendo orientar su desarrollo.

Palabras clave:
educación especial; inclusión escolar; trabajo docente

Study perspective
Rights approach	(Ardón Esquivel et al., 2017Ardón Esquivel, D., Leytón Vega, F., Méndez Rodríguez, N., Monge Brenes, K., & Valverde Cabezas, G. (2017).La pedagogía hospitalaria en Costa Rica: La atención a la niñez menor de siete años de edad [Hospital pedagogy in Costa Rica: Attention to children under seven years of age]. Actualidades Investigativas en Educación, 17(1), 1-23. doi:10.15517/aie.v17i1.27295 https://doi.org/10.15517/aie.v17i1.27295... ; Bustos & Cornejo, 2014Bustos, C., & Cornejo, R. (2014). Sentidos del trabajo en docentes de aulas hospitalarias: Las emociones y el presente como pilares del proceso de trabajo [Senses of work in hospital classroom teachers: Emotions and the present as pillars of the work process]. Psicoperspectivas Individuo y Sociedad, 13(2), 186-197.doi:10.5027/psicoperspectivas-Vol13-Issue2-fulltext-365 https://doi.org/10.5027/psicoperspectiva... ; Crespo Molero & Sánchez Romero, 2019Crespo Molero, F., & Sánchez Romero, C. (2019). Alumnado con trastorno mental grave: Análisis de la atención educativa recibida en la Comunidad de Madrid [Students with severe mental disorders: Analysis of the educational attention received in the Community of Madrid]. Psychology, Society, & Education, 11(1), 113-124. doi:10.25115/psye.v10i1.2124 https://doi.org/10.25115/psye.v10i1.2124... ; Ganem & Silva, 2019Ganem, L. S., & Silva, C. C. B. (2019). Pedagogical home care actions: Possibilities and challenges. Revista Brasileira de Educação Especial, 25(4), 587-602. doi:10.1590/s1413-65382519000400004 https://doi.org/10.1590/s1413-6538251900... ; Gomes, Conceição, & Cavalcante, 2019Gomes, R. B. G., Conceição, C. C., & Cavalcante, T. C. F. (2019). A importância da classe hospitalar Semear do Recife no processo de continuidade da escolarização dos estudantes/pacientes com câncer [The importance of the hospital school program Semear do Recife in the process to continue the schooling of students/patients with cancer]. Revista Brasileira de Estudos Pedagógicos, 100(256), 633-650. doi:10.24109/2176-6681.rbep.100i256.4068 https://doi.org/10.24109/2176-6681.rbep.... ; Jiménez, Montes, & Alcocer, 2019Jiménez, N. N. V., Montes, J. E. O., & Alcocer, E. C. P. (2019). Hospital pedagogy: A space of love and recognition for the oncological pediatric patient. Texto & Contexto - Enfermagem, 28, e20180112. doi:10.1590/1980-265X-TCE-2018-0112 https://doi.org/10.1590/1980-265X-TCE-20... ; Souza & Rolim, 2019Souza, Z., & Rolim, C. (2019). As vozes das professoras na pedagogia hospitalar: Descortinando possibilidades e enfrentamentos [The voices of the teachers in the hospital pedagogy: Unveiling possibilities and confrontations]. Revista Brasileira de Educação Especial , 25(3), 403-420. doi:10.1590/s1413-65382519000300004 https://doi.org/10.1590/s1413-6538251900... )
Inclusion approach	(Ardón Esquivel et al., 2017Ardón Esquivel, D., Leytón Vega, F., Méndez Rodríguez, N., Monge Brenes, K., & Valverde Cabezas, G. (2017).La pedagogía hospitalaria en Costa Rica: La atención a la niñez menor de siete años de edad [Hospital pedagogy in Costa Rica: Attention to children under seven years of age]. Actualidades Investigativas en Educación, 17(1), 1-23. doi:10.15517/aie.v17i1.27295 https://doi.org/10.15517/aie.v17i1.27295... ; Crespo Molero & Sánchez Romero, 2019Crespo Molero, F., & Sánchez Romero, C. (2019). Alumnado con trastorno mental grave: Análisis de la atención educativa recibida en la Comunidad de Madrid [Students with severe mental disorders: Analysis of the educational attention received in the Community of Madrid]. Psychology, Society, & Education, 11(1), 113-124. doi:10.25115/psye.v10i1.2124 https://doi.org/10.25115/psye.v10i1.2124... ; Ganem & Silva, 2019Ganem, L. S., & Silva, C. C. B. (2019). Pedagogical home care actions: Possibilities and challenges. Revista Brasileira de Educação Especial, 25(4), 587-602. doi:10.1590/s1413-65382519000400004 https://doi.org/10.1590/s1413-6538251900... ; Jiménez et al., 2019Jiménez, N. N. V., Montes, J. E. O., & Alcocer, E. C. P. (2019). Hospital pedagogy: A space of love and recognition for the oncological pediatric patient. Texto & Contexto - Enfermagem, 28, e20180112. doi:10.1590/1980-265X-TCE-2018-0112 https://doi.org/10.1590/1980-265X-TCE-20... ; Marchesan, Bock, Petrilli, Covic, & Kanemoto, 2019;Souza & Rolim, 2019Souza, Z., & Rolim, C. (2019). As vozes das professoras na pedagogia hospitalar: Descortinando possibilidades e enfrentamentos [The voices of the teachers in the hospital pedagogy: Unveiling possibilities and confrontations]. Revista Brasileira de Educação Especial , 25(3), 403-420. doi:10.1590/s1413-65382519000300004 https://doi.org/10.1590/s1413-6538251900... )
Sociocultural approach	(Ardón Esquivel et al., 2017Ardón Esquivel, D., Leytón Vega, F., Méndez Rodríguez, N., Monge Brenes, K., & Valverde Cabezas, G. (2017).La pedagogía hospitalaria en Costa Rica: La atención a la niñez menor de siete años de edad [Hospital pedagogy in Costa Rica: Attention to children under seven years of age]. Actualidades Investigativas en Educación, 17(1), 1-23. doi:10.15517/aie.v17i1.27295 https://doi.org/10.15517/aie.v17i1.27295... ; Gomes et al., 2019Gomes, R. B. G., Conceição, C. C., & Cavalcante, T. C. F. (2019). A importância da classe hospitalar Semear do Recife no processo de continuidade da escolarização dos estudantes/pacientes com câncer [The importance of the hospital school program Semear do Recife in the process to continue the schooling of students/patients with cancer]. Revista Brasileira de Estudos Pedagógicos, 100(256), 633-650. doi:10.24109/2176-6681.rbep.100i256.4068 https://doi.org/10.24109/2176-6681.rbep.... ; Marchesan et al., 2019; Souza & Rolim, 2019Souza, Z., & Rolim, C. (2019). As vozes das professoras na pedagogia hospitalar: Descortinando possibilidades e enfrentamentos [The voices of the teachers in the hospital pedagogy: Unveiling possibilities and confrontations]. Revista Brasileira de Educação Especial , 25(3), 403-420. doi:10.1590/s1413-65382519000300004 https://doi.org/10.1590/s1413-6538251900... )
Labor perspective	(Bustos & Cornejo, 2014Bustos, C., & Cornejo, R. (2014). Sentidos del trabajo en docentes de aulas hospitalarias: Las emociones y el presente como pilares del proceso de trabajo [Senses of work in hospital classroom teachers: Emotions and the present as pillars of the work process]. Psicoperspectivas Individuo y Sociedad, 13(2), 186-197.doi:10.5027/psicoperspectivas-Vol13-Issue2-fulltext-365 https://doi.org/10.5027/psicoperspectiva... ; Hen, 2018Hen, M. (2018). Causes for procrastination in a unique educational workplace. Journal of Prevention & Intervention in the Community, 46(3), 215-227. doi:10.1080/10852352.2018.1470144 https://doi.org/10.1080/10852352.2018.14... ; Lozano Lima & Genta Lugli, 2020Lozano Lima, A. M., & Genta Lugli, R. S. (2020). Os tempos da ação docente na classe hospitalar [The times of teaching action in the hospital class]. Educação, 45, 1-19. doi:10.5902/1984644440241 https://doi.org/10.5902/1984644440241... )
Collaboration perspective	(Äärelä, Määttä, & Uusiauttil, 2018Äärelä, T., Määttä, K., & Uusiautti, S. (2018). The challenges of parent-teacher collaboration in the light of hospital school pedagogy. Early Child Development and Care, 188(6), 709-722. doi:10.1080/03004430.2016.1230108 https://doi.org/10.1080/03004430.2016.12... )
Deterritorialization perspective	(Lozano Lima & Genta Lugli, 2020Lozano Lima, A. M., & Genta Lugli, R. S. (2020). Os tempos da ação docente na classe hospitalar [The times of teaching action in the hospital class]. Educação, 45, 1-19. doi:10.5902/1984644440241 https://doi.org/10.5902/1984644440241... )
Study methodology
Design	Qualitative: (Äärelä et al., 2018Äärelä, T., Määttä, K., & Uusiautti, S. (2018). The challenges of parent-teacher collaboration in the light of hospital school pedagogy. Early Child Development and Care, 188(6), 709-722. doi:10.1080/03004430.2016.1230108 https://doi.org/10.1080/03004430.2016.12... ; Ardón Esquivel et al., 2017Ardón Esquivel, D., Leytón Vega, F., Méndez Rodríguez, N., Monge Brenes, K., & Valverde Cabezas, G. (2017).La pedagogía hospitalaria en Costa Rica: La atención a la niñez menor de siete años de edad [Hospital pedagogy in Costa Rica: Attention to children under seven years of age]. Actualidades Investigativas en Educación, 17(1), 1-23. doi:10.15517/aie.v17i1.27295 https://doi.org/10.15517/aie.v17i1.27295... ; Bustos & Cornejo, 2014Bustos, C., & Cornejo, R. (2014). Sentidos del trabajo en docentes de aulas hospitalarias: Las emociones y el presente como pilares del proceso de trabajo [Senses of work in hospital classroom teachers: Emotions and the present as pillars of the work process]. Psicoperspectivas Individuo y Sociedad, 13(2), 186-197.doi:10.5027/psicoperspectivas-Vol13-Issue2-fulltext-365 https://doi.org/10.5027/psicoperspectiva... ; Ganem & Silva, 2019Ganem, L. S., & Silva, C. C. B. (2019). Pedagogical home care actions: Possibilities and challenges. Revista Brasileira de Educação Especial, 25(4), 587-602. doi:10.1590/s1413-65382519000400004 https://doi.org/10.1590/s1413-6538251900... ; Gomes et al., 2019Gomes, R. B. G., Conceição, C. C., & Cavalcante, T. C. F. (2019). A importância da classe hospitalar Semear do Recife no processo de continuidade da escolarização dos estudantes/pacientes com câncer [The importance of the hospital school program Semear do Recife in the process to continue the schooling of students/patients with cancer]. Revista Brasileira de Estudos Pedagógicos, 100(256), 633-650. doi:10.24109/2176-6681.rbep.100i256.4068 https://doi.org/10.24109/2176-6681.rbep.... ; Jiménez et al., 2019Jiménez, N. N. V., Montes, J. E. O., & Alcocer, E. C. P. (2019). Hospital pedagogy: A space of love and recognition for the oncological pediatric patient. Texto & Contexto - Enfermagem, 28, e20180112. doi:10.1590/1980-265X-TCE-2018-0112 https://doi.org/10.1590/1980-265X-TCE-20... ; Lozano Lima & Genta Lugli, 2020Lozano Lima, A. M., & Genta Lugli, R. S. (2020). Os tempos da ação docente na classe hospitalar [The times of teaching action in the hospital class]. Educação, 45, 1-19. doi:10.5902/1984644440241 https://doi.org/10.5902/1984644440241... ; Marchesan et al., 2019; Souza & Rolim, 2019Souza, Z., & Rolim, C. (2019). As vozes das professoras na pedagogia hospitalar: Descortinando possibilidades e enfrentamentos [The voices of the teachers in the hospital pedagogy: Unveiling possibilities and confrontations]. Revista Brasileira de Educação Especial , 25(3), 403-420. doi:10.1590/s1413-65382519000300004 https://doi.org/10.1590/s1413-6538251900... )
Design	Mixed: (Crespo Molero & Sánchez Romero, 2019Crespo Molero, F., & Sánchez Romero, C. (2019). Alumnado con trastorno mental grave: Análisis de la atención educativa recibida en la Comunidad de Madrid [Students with severe mental disorders: Analysis of the educational attention received in the Community of Madrid]. Psychology, Society, & Education, 11(1), 113-124. doi:10.25115/psye.v10i1.2124 https://doi.org/10.25115/psye.v10i1.2124... ; Hen, 2018Hen, M. (2018). Causes for procrastination in a unique educational workplace. Journal of Prevention & Intervention in the Community, 46(3), 215-227. doi:10.1080/10852352.2018.1470144 https://doi.org/10.1080/10852352.2018.14... )
Data source	Interviews: (Ardón Esquivel et al., 2017Ardón Esquivel, D., Leytón Vega, F., Méndez Rodríguez, N., Monge Brenes, K., & Valverde Cabezas, G. (2017).La pedagogía hospitalaria en Costa Rica: La atención a la niñez menor de siete años de edad [Hospital pedagogy in Costa Rica: Attention to children under seven years of age]. Actualidades Investigativas en Educación, 17(1), 1-23. doi:10.15517/aie.v17i1.27295 https://doi.org/10.15517/aie.v17i1.27295... ; Ganem & Silva, 2019Ganem, L. S., & Silva, C. C. B. (2019). Pedagogical home care actions: Possibilities and challenges. Revista Brasileira de Educação Especial, 25(4), 587-602. doi:10.1590/s1413-65382519000400004 https://doi.org/10.1590/s1413-6538251900... ; Gomes et al., 2019Gomes, R. B. G., Conceição, C. C., & Cavalcante, T. C. F. (2019). A importância da classe hospitalar Semear do Recife no processo de continuidade da escolarização dos estudantes/pacientes com câncer [The importance of the hospital school program Semear do Recife in the process to continue the schooling of students/patients with cancer]. Revista Brasileira de Estudos Pedagógicos, 100(256), 633-650. doi:10.24109/2176-6681.rbep.100i256.4068 https://doi.org/10.24109/2176-6681.rbep.... ; Hen, 2018Hen, M. (2018). Causes for procrastination in a unique educational workplace. Journal of Prevention & Intervention in the Community, 46(3), 215-227. doi:10.1080/10852352.2018.1470144 https://doi.org/10.1080/10852352.2018.14... ; Jiménez et al., 2019Jiménez, N. N. V., Montes, J. E. O., & Alcocer, E. C. P. (2019). Hospital pedagogy: A space of love and recognition for the oncological pediatric patient. Texto & Contexto - Enfermagem, 28, e20180112. doi:10.1590/1980-265X-TCE-2018-0112 https://doi.org/10.1590/1980-265X-TCE-20... ; Lozano Lima & Genta Lugli, 2020Lozano Lima, A. M., & Genta Lugli, R. S. (2020). Os tempos da ação docente na classe hospitalar [The times of teaching action in the hospital class]. Educação, 45, 1-19. doi:10.5902/1984644440241 https://doi.org/10.5902/1984644440241... ; Marchesan et al., 2009Marchesan, E. C., Bock, A. M. B., Petrilli, A. S., Covic, A. N., & Kanemoto, E. (2009). A não-escola: Os sentidos atribuídos à escola e ao professor hospitalares por pacientes oncológicos [The non-school: The meanings attributed to hospital school and teacher by cancer patients]. Psicologia: Ciência e Profissão, 29(3), 476-493. doi:10.1590/S1414-98932009000300005 https://doi.org/10.1590/S1414-9893200900... ; Souza & Rolim, 2019Souza, Z., & Rolim, C. (2019). As vozes das professoras na pedagogia hospitalar: Descortinando possibilidades e enfrentamentos [The voices of the teachers in the hospital pedagogy: Unveiling possibilities and confrontations]. Revista Brasileira de Educação Especial , 25(3), 403-420. doi:10.1590/s1413-65382519000300004 https://doi.org/10.1590/s1413-6538251900... )
	Questionnaires: (Crespo Molero & Sánchez Romero, 2019Crespo Molero, F., & Sánchez Romero, C. (2019). Alumnado con trastorno mental grave: Análisis de la atención educativa recibida en la Comunidad de Madrid [Students with severe mental disorders: Analysis of the educational attention received in the Community of Madrid]. Psychology, Society, & Education, 11(1), 113-124. doi:10.25115/psye.v10i1.2124 https://doi.org/10.25115/psye.v10i1.2124... )
	Focus groups: (Bustos & Cornejo, 2014Bustos, C., & Cornejo, R. (2014). Sentidos del trabajo en docentes de aulas hospitalarias: Las emociones y el presente como pilares del proceso de trabajo [Senses of work in hospital classroom teachers: Emotions and the present as pillars of the work process]. Psicoperspectivas Individuo y Sociedad, 13(2), 186-197.doi:10.5027/psicoperspectivas-Vol13-Issue2-fulltext-365 https://doi.org/10.5027/psicoperspectiva... )
	Observation: (Äärelä et al., 2018Äärelä, T., Määttä, K., & Uusiautti, S. (2018). The challenges of parent-teacher collaboration in the light of hospital school pedagogy. Early Child Development and Care, 188(6), 709-722. doi:10.1080/03004430.2016.1230108 https://doi.org/10.1080/03004430.2016.12... ; Ardón Esquivel et al., 2017Ardón Esquivel, D., Leytón Vega, F., Méndez Rodríguez, N., Monge Brenes, K., & Valverde Cabezas, G. (2017).La pedagogía hospitalaria en Costa Rica: La atención a la niñez menor de siete años de edad [Hospital pedagogy in Costa Rica: Attention to children under seven years of age]. Actualidades Investigativas en Educación, 17(1), 1-23. doi:10.15517/aie.v17i1.27295 https://doi.org/10.15517/aie.v17i1.27295... ; Gomes et al., 2019Gomes, R. B. G., Conceição, C. C., & Cavalcante, T. C. F. (2019). A importância da classe hospitalar Semear do Recife no processo de continuidade da escolarização dos estudantes/pacientes com câncer [The importance of the hospital school program Semear do Recife in the process to continue the schooling of students/patients with cancer]. Revista Brasileira de Estudos Pedagógicos, 100(256), 633-650. doi:10.24109/2176-6681.rbep.100i256.4068 https://doi.org/10.24109/2176-6681.rbep.... ; Hen, 2018Hen, M. (2018). Causes for procrastination in a unique educational workplace. Journal of Prevention & Intervention in the Community, 46(3), 215-227. doi:10.1080/10852352.2018.1470144 https://doi.org/10.1080/10852352.2018.14... ; Jiménez et al., 2019Jiménez, N. N. V., Montes, J. E. O., & Alcocer, E. C. P. (2019). Hospital pedagogy: A space of love and recognition for the oncological pediatric patient. Texto & Contexto - Enfermagem, 28, e20180112. doi:10.1590/1980-265X-TCE-2018-0112 https://doi.org/10.1590/1980-265X-TCE-20... )
Participants	Hospital teachers: (Äärelä et al., 2018Äärelä, T., Määttä, K., & Uusiautti, S. (2018). The challenges of parent-teacher collaboration in the light of hospital school pedagogy. Early Child Development and Care, 188(6), 709-722. doi:10.1080/03004430.2016.1230108 https://doi.org/10.1080/03004430.2016.12... ; Ardón Esquivel et al., 2017Ardón Esquivel, D., Leytón Vega, F., Méndez Rodríguez, N., Monge Brenes, K., & Valverde Cabezas, G. (2017).La pedagogía hospitalaria en Costa Rica: La atención a la niñez menor de siete años de edad [Hospital pedagogy in Costa Rica: Attention to children under seven years of age]. Actualidades Investigativas en Educación, 17(1), 1-23. doi:10.15517/aie.v17i1.27295 https://doi.org/10.15517/aie.v17i1.27295... ; Bustos & Cornejo, 2014Bustos, C., & Cornejo, R. (2014). Sentidos del trabajo en docentes de aulas hospitalarias: Las emociones y el presente como pilares del proceso de trabajo [Senses of work in hospital classroom teachers: Emotions and the present as pillars of the work process]. Psicoperspectivas Individuo y Sociedad, 13(2), 186-197.doi:10.5027/psicoperspectivas-Vol13-Issue2-fulltext-365 https://doi.org/10.5027/psicoperspectiva... ; Crespo Molero & Sánchez Romero, 2019Crespo Molero, F., & Sánchez Romero, C. (2019). Alumnado con trastorno mental grave: Análisis de la atención educativa recibida en la Comunidad de Madrid [Students with severe mental disorders: Analysis of the educational attention received in the Community of Madrid]. Psychology, Society, & Education, 11(1), 113-124. doi:10.25115/psye.v10i1.2124 https://doi.org/10.25115/psye.v10i1.2124... ; Ganem & Silva, 2019Ganem, L. S., & Silva, C. C. B. (2019). Pedagogical home care actions: Possibilities and challenges. Revista Brasileira de Educação Especial, 25(4), 587-602. doi:10.1590/s1413-65382519000400004 https://doi.org/10.1590/s1413-6538251900... ; Gomes et al., 2019Gomes, R. B. G., Conceição, C. C., & Cavalcante, T. C. F. (2019). A importância da classe hospitalar Semear do Recife no processo de continuidade da escolarização dos estudantes/pacientes com câncer [The importance of the hospital school program Semear do Recife in the process to continue the schooling of students/patients with cancer]. Revista Brasileira de Estudos Pedagógicos, 100(256), 633-650. doi:10.24109/2176-6681.rbep.100i256.4068 https://doi.org/10.24109/2176-6681.rbep.... ; Hen, 2018Hen, M. (2018). Causes for procrastination in a unique educational workplace. Journal of Prevention & Intervention in the Community, 46(3), 215-227. doi:10.1080/10852352.2018.1470144 https://doi.org/10.1080/10852352.2018.14... ; Souza & Rolim, 2019Souza, Z., & Rolim, C. (2019). As vozes das professoras na pedagogia hospitalar: Descortinando possibilidades e enfrentamentos [The voices of the teachers in the hospital pedagogy: Unveiling possibilities and confrontations]. Revista Brasileira de Educação Especial , 25(3), 403-420. doi:10.1590/s1413-65382519000300004 https://doi.org/10.1590/s1413-6538251900... )
	Caregivers: (Jiménez et al., 2019Jiménez, N. N. V., Montes, J. E. O., & Alcocer, E. C. P. (2019). Hospital pedagogy: A space of love and recognition for the oncological pediatric patient. Texto & Contexto - Enfermagem, 28, e20180112. doi:10.1590/1980-265X-TCE-2018-0112 https://doi.org/10.1590/1980-265X-TCE-20... )
	Students: (Marchesan et al., 2009Marchesan, E. C., Bock, A. M. B., Petrilli, A. S., Covic, A. N., & Kanemoto, E. (2009). A não-escola: Os sentidos atribuídos à escola e ao professor hospitalares por pacientes oncológicos [The non-school: The meanings attributed to hospital school and teacher by cancer patients]. Psicologia: Ciência e Profissão, 29(3), 476-493. doi:10.1590/S1414-98932009000300005 https://doi.org/10.1590/S1414-9893200900... )
	All participants are women: (Äärelä et al., 2018Äärelä, T., Määttä, K., & Uusiautti, S. (2018). The challenges of parent-teacher collaboration in the light of hospital school pedagogy. Early Child Development and Care, 188(6), 709-722. doi:10.1080/03004430.2016.1230108 https://doi.org/10.1080/03004430.2016.12... ; Ardón Esquivel et al., 2017Ardón Esquivel, D., Leytón Vega, F., Méndez Rodríguez, N., Monge Brenes, K., & Valverde Cabezas, G. (2017).La pedagogía hospitalaria en Costa Rica: La atención a la niñez menor de siete años de edad [Hospital pedagogy in Costa Rica: Attention to children under seven years of age]. Actualidades Investigativas en Educación, 17(1), 1-23. doi:10.15517/aie.v17i1.27295 https://doi.org/10.15517/aie.v17i1.27295... ; Bustos & Cornejo, 2014Bustos, C., & Cornejo, R. (2014). Sentidos del trabajo en docentes de aulas hospitalarias: Las emociones y el presente como pilares del proceso de trabajo [Senses of work in hospital classroom teachers: Emotions and the present as pillars of the work process]. Psicoperspectivas Individuo y Sociedad, 13(2), 186-197.doi:10.5027/psicoperspectivas-Vol13-Issue2-fulltext-365 https://doi.org/10.5027/psicoperspectiva... ; Crespo Molero & Sánchez Romero, 2019Crespo Molero, F., & Sánchez Romero, C. (2019). Alumnado con trastorno mental grave: Análisis de la atención educativa recibida en la Comunidad de Madrid [Students with severe mental disorders: Analysis of the educational attention received in the Community of Madrid]. Psychology, Society, & Education, 11(1), 113-124. doi:10.25115/psye.v10i1.2124 https://doi.org/10.25115/psye.v10i1.2124... ; Ganem & Silva, 2019Ganem, L. S., & Silva, C. C. B. (2019). Pedagogical home care actions: Possibilities and challenges. Revista Brasileira de Educação Especial, 25(4), 587-602. doi:10.1590/s1413-65382519000400004 https://doi.org/10.1590/s1413-6538251900... ; Gomes et al., 2019Gomes, R. B. G., Conceição, C. C., & Cavalcante, T. C. F. (2019). A importância da classe hospitalar Semear do Recife no processo de continuidade da escolarização dos estudantes/pacientes com câncer [The importance of the hospital school program Semear do Recife in the process to continue the schooling of students/patients with cancer]. Revista Brasileira de Estudos Pedagógicos, 100(256), 633-650. doi:10.24109/2176-6681.rbep.100i256.4068 https://doi.org/10.24109/2176-6681.rbep.... ; Hen, 2018Hen, M. (2018). Causes for procrastination in a unique educational workplace. Journal of Prevention & Intervention in the Community, 46(3), 215-227. doi:10.1080/10852352.2018.1470144 https://doi.org/10.1080/10852352.2018.14... ; Jiménez et al., 2019Jiménez, N. N. V., Montes, J. E. O., & Alcocer, E. C. P. (2019). Hospital pedagogy: A space of love and recognition for the oncological pediatric patient. Texto & Contexto - Enfermagem, 28, e20180112. doi:10.1590/1980-265X-TCE-2018-0112 https://doi.org/10.1590/1980-265X-TCE-20... ; Lozano Lima & Genta Lugli, 2020Lozano Lima, A. M., & Genta Lugli, R. S. (2020). Os tempos da ação docente na classe hospitalar [The times of teaching action in the hospital class]. Educação, 45, 1-19. doi:10.5902/1984644440241 https://doi.org/10.5902/1984644440241... )
Type of analysis performed	Content analysis: (Gomes et al., 2019Gomes, R. B. G., Conceição, C. C., & Cavalcante, T. C. F. (2019). A importância da classe hospitalar Semear do Recife no processo de continuidade da escolarização dos estudantes/pacientes com câncer [The importance of the hospital school program Semear do Recife in the process to continue the schooling of students/patients with cancer]. Revista Brasileira de Estudos Pedagógicos, 100(256), 633-650. doi:10.24109/2176-6681.rbep.100i256.4068 https://doi.org/10.24109/2176-6681.rbep.... ; Hen, 2018Hen, M. (2018). Causes for procrastination in a unique educational workplace. Journal of Prevention & Intervention in the Community, 46(3), 215-227. doi:10.1080/10852352.2018.1470144 https://doi.org/10.1080/10852352.2018.14... )
	Grounded theory: (Bustos & Cornejo, 2014Bustos, C., & Cornejo, R. (2014). Sentidos del trabajo en docentes de aulas hospitalarias: Las emociones y el presente como pilares del proceso de trabajo [Senses of work in hospital classroom teachers: Emotions and the present as pillars of the work process]. Psicoperspectivas Individuo y Sociedad, 13(2), 186-197.doi:10.5027/psicoperspectivas-Vol13-Issue2-fulltext-365 https://doi.org/10.5027/psicoperspectiva... )
	Discourse analysis: (Ganem & Silva, 2019Ganem, L. S., & Silva, C. C. B. (2019). Pedagogical home care actions: Possibilities and challenges. Revista Brasileira de Educação Especial, 25(4), 587-602. doi:10.1590/s1413-65382519000400004 https://doi.org/10.1590/s1413-6538251900... )
	Analytical methodology is not mentioned: (Äärelä et al., 2018Äärelä, T., Määttä, K., & Uusiautti, S. (2018). The challenges of parent-teacher collaboration in the light of hospital school pedagogy. Early Child Development and Care, 188(6), 709-722. doi:10.1080/03004430.2016.1230108 https://doi.org/10.1080/03004430.2016.12... ; Ardón Esquivel et al., 2017Ardón Esquivel, D., Leytón Vega, F., Méndez Rodríguez, N., Monge Brenes, K., & Valverde Cabezas, G. (2017).La pedagogía hospitalaria en Costa Rica: La atención a la niñez menor de siete años de edad [Hospital pedagogy in Costa Rica: Attention to children under seven years of age]. Actualidades Investigativas en Educación, 17(1), 1-23. doi:10.15517/aie.v17i1.27295 https://doi.org/10.15517/aie.v17i1.27295... ; Jiménez et al., 2019Jiménez, N. N. V., Montes, J. E. O., & Alcocer, E. C. P. (2019). Hospital pedagogy: A space of love and recognition for the oncological pediatric patient. Texto & Contexto - Enfermagem, 28, e20180112. doi:10.1590/1980-265X-TCE-2018-0112 https://doi.org/10.1590/1980-265X-TCE-20... ; Lozano Lima & Genta Lugli, 2020Lozano Lima, A. M., & Genta Lugli, R. S. (2020). Os tempos da ação docente na classe hospitalar [The times of teaching action in the hospital class]. Educação, 45, 1-19. doi:10.5902/1984644440241 https://doi.org/10.5902/1984644440241... ; Marchesan et al., 2009Marchesan, E. C., Bock, A. M. B., Petrilli, A. S., Covic, A. N., & Kanemoto, E. (2009). A não-escola: Os sentidos atribuídos à escola e ao professor hospitalares por pacientes oncológicos [The non-school: The meanings attributed to hospital school and teacher by cancer patients]. Psicologia: Ciência e Profissão, 29(3), 476-493. doi:10.1590/S1414-98932009000300005 https://doi.org/10.1590/S1414-9893200900... )

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Correspondence address: Lucas Ávalos. Universidad de Chile. Capitán Ignacio Carrera Pinto, 1045, Ñuñoa, Región Metropolitana, Santiago de Chile, Chile. CEP 1025000. E-mail: lucas.avalos@ug.uchile.cl