Em Aberto

Voices, policies, concepts, and pratices of hospital education

Amália Neide Covic — 2025-05-13

Right to education and hospital education support in Brazil: an analysis of academic production between 1999 and 2022

Amália Neide Covic — 2025-04-22

A review article that analyzes the scientific production of studies, dissertations and theses on hospital education support (HES) between 1999 and 2022, according to space and time dimensions of their authors, year of publication or data collection. The methodology consisted of a convergence of quantitative and qualitative methods. It was observed an increase in scientific production on the topic from 2018 onwards, especially after the publication of Law N.º 13.716, amended the Law of Lines of Direction and Bases of the Education (LDB) by adding Article 4-A to ensure educational care for hospitalized students. The documentary corpus, composed of 37 items, generated a matrix of meanings with six thematic axes and 33 subthemes. Data analysis reveals that, within the Brazilian academic spheres, HES is still a field under construction, in which its consolidation and recognition are in a continuous developmental process. The study highlights the importance of intersectionality and continuous professional training, as well as the demand for public policies that promote the improvement of educational services in hospital environments.

Hospital teaching public policies in Brazil

Maria Aparecida de Menezes — 2025-04-22

The evolution of educational policies aimed at hospital education in Brazil is analyzed from 1994 to 2020. In view of the lack of budget allocation carried out by Fund for the Maintenance and Development of Basic Education and Valorization of Education Professionals (Fundeb), it is essential to discuss the legal support for the implementation and enforcement of the right to education in hospitals. Grounded on a critical and reflexive premise and a documentary review regarding the theme, it was observed that the budget for this type of education differs from those allocated to public schools, which is based on the previous year’s school census. Since it is not possible to predict the number of students at the hospital, the method of transfer must be planned on a different basis. The feasibility of global/annual provisioning to states and municipalities is suggested, being flexible in terms of amounts and dates as the needs arise.

Curriculum development to guarantee learning for all: reflections on pedagogical supervision

Louise Lima — 2025-04-22

In the theoretical reflections regarding the premises of pedagogical supervision for guaranteeing inclusive education, we find a commitment to the learning of all, in general, and with students in the context of Hospital Education Support (HES) in particular. Therefore, the current study is centered on pedagogical supervision as one of the strategies for promoting curriculum development, focusing on essential aspects for HES. Stemming from a critical and reflective angle and supported by a broad literary review, an argument was produced that values pedagogical supervision as a tool that promotes social justice and equity in education. Ultimately, we conclude that this supervision is a major factor in ensuring learning, including in the contexts of HES and in pedagogical work with gravely ill students, reinforcing its potential in creating more inclusive and thus democratic educational processes.

Hospital education services: communication as a strategy to support students undergoing long-term treatment

Isabela Lemos de Lima — 2025-05-13

The continuity of schooling during cancer treatment is recommended to maintain the quality of life of student-patients, as it helps to form their identities, contributing to the reduction of social exclusion and school failure. This study seeks to comprehend how, through communicational processes, agents from regular schools have acknowledged patients receiving hospital education support in a highcomplexity hospital of São Paulo. This is a documentary and qualitative research, employing content analysis of the records archived in the database of a hospital school, and is based on Axel Honneth’s concept of Struggle for Recognition. The analysis of communicational processes that recognized hospital education support indicated the prominence of mentions related to the legal sphere, followed by solidarity, with love being the least represented. The neglection of any of Honneth’s spheres of recognition by the originating schools of student-patients harms the development of a dignified and democratic hospital educational service.

The right to education in hospital and home settings: its evolution up to the implementation of Law No. 13.716/2018

Jacques Lima Ferreira — 2025-05-13

The evolution of legislation and public policies ensuring the right to education in the hospital and home settings was established with Decree-Law No. 1.044 of 1969 and culminated with the enactment of Law No. 13.716 of 2018, which consolidated the right to pedagogical continuity in those environments, promoting inclusion and equity for students undergoing health treatment. However, the Brazilian federal government’s commitment, although evident in public policies, represents, in many cases, a response to emerging demands, taking on a reactive and palliative character rather than a preventive one. The absence of a cemented national program, combined with the lack of investment in specific teacher training and adequate infrastructure, suggests that several of these policies operate as emergency measures, without the proper structure to guarantee a robust, effective and equitable educational practice.

Hospital classes and home care: teacher training proposals in the state of Rio Grande do Norte

Adriana Garcia Gonçalves — 2025-05-13

Based on a qualitative research approach, we analyzed the proposals of five continuous education courses for teachers in hospital classes and home-based pedagogical care, being carried out from 2016 to 2023 through a partnership established between the State and Municipal Departments of Education of Rio Grande do Norte and Natal, respectively, and three higher education institutions: Universidade Federal do Rio Grande do Norte (UFRN), Universidade Federal Rural do Semi-Árido (Ufersa) and Universidade Federal de São Carlos (UFSCar). In parallel to the courses, four regional seminars were held at UFRN. Six categories were observed in the courses: 1) Theoretical basis, legislation and law; 2) Curriculum, subject content and teaching practices; 3) School inclusion and special education students (PAEE); 4) Disease particularities and impacts on schooling; 5) Specificities of the hospital environment; 6) Teacher training. The proposals followed a collaborative model, encouraging participants to be protagonists in the process of reviewing teaching practices and their importance in hospital and home environments.

Freirean pedagogical practice in a hospital classroom: a dialogue between riparian culture and information and communication technologies

Ivanilde Apoluceno de Oliveira — 2025-05-13

Victims of scalping caused by accidents in small boats in the Amazon region of Pará, which result in the abrupt removal of the scalp, receive educational support in a hospital classroom linked to the Pará State Department of Education, with pedagogical assistance from the Paulo Freire Popular Education Center, which operates in Espaço Acolher of Santa Casa de Misericórdia Foundation of Pará. Based on Paulo Freire’s pedagogy, this educational care employs information and communication technologies (ICTs) in connection with the knowledge, languages, and cultural practices of riparian female students. The qualitative action research was conducted at Espaço Acolher and concluded in 2022. Through a literature review and participatory observation, pedagogical activities that enabled students to express their cultural experiences were developed. Thematic categorization was used to analyze the data. Among the results, improvements in the learning process and increases in students’ socialization, communication and self-esteem stand out, as they began to feel valued as subjects of their own knowledge and life stories.

The training of basic education teachers to work in the educational service in hospital and home environments: a multiple disciplinary perspective

Sheyla Cristina Araujo Matoso — 2025-05-13

Lato sensu programs are essential for the continuing education of teachers and, according to the National Policy on Special Education from the Perspective of Inclusive Education, both interactive and interdisciplinary knowledge have become indispensable. This paper presents an overview of the course in Educational Support in Hospital and Home Environments, offered by the Federal University of Mato Grosso do Sul (UFMS), in partnership with the Ministry of Education, in 2022 and 2023, with 500 vacancies for basic education teachers across Brazil. In order to describe and analyze the training process offered by UFMS, course information was collected from the political-pedagogical project, and data on the participants were drawn from documents attached to the application form. Through a literature review, the study discusses the qualifications required for teaching in hospital and home environments. It concludes that the topic requires ongoing research and that training opportunities for teachers wishing to work with sick children and adolescents are still scarce. The specialization course enrolled participants from all regions of Brazil, highlighting how distance education can foster educational connections across diverse contexts.

Hospital Schooling’s role in Enem application in hospital environments

Monique Albuquerque Ferreira — 2025-05-13

The practices of Escola Móvel: Aluno Específico (EMAE – Mobile School: Specific Student) are part of the Hospital Schooling Service (AEH) established at the hospital of Support Group for Adolescents and Children with Cancer (GRAAC), in São Paulo (SP). Using a qualitative methodology based on document analysis and experiential reporting, this study describes the strategies and adaptations implemented for administering the Exame Nacional do Ensino Médio (ENEM – National High School Exam) to student-patients between 2010 and 2021, ensuring a fundamental right and promoting educational and social inclusion. Cancer treatment directly affects the learning process of children and adolescents, requiring adaptations such as specific furniture to ensure comfort and safety during the exam. Flexible arrangements and differentiated pedagogical resources, such as the provision of additional time for those dealing with the late effects of radiotherapy, may be necessary. Some student-patients may experience low vision and thus require assistance from a reader and scribe or the use of a large-print exam.

Interfaces of teaching experience in hospital schooling

Edmar Silva Santos — 2025-05-13

Trata-se de uma entrevista com professora permanente do Programa de Pós-Graduação em Educação, Cultura e Comunicação em Periferias Urbanas (FEBF/Uerj), Ediclea Mascarenhas Fernandes.

Care pathways: cartographies in hospital educational support

Eloiza Cristiane Torres — 2025-05-13

Review of: LIMA, Angélica Macedo Lozano. Ensaio sobre o conceito lugar: cartografias narradas no tempo-espaço da classe hospitalar. Almirante Tamandaré, PR: Editora da Autora, 2022. Ebook <https://www.amazon.com.br/Ensaiosobre-conceito-lugar-Cartografias-ebook/dp/B09Z78V11L>

Pedagogical paradigms and how they shape the pedagogical act

Daniela Ferreira — 2025-05-13

Review of: TRINDADE, Rui; COSME, Ariana. Escola, educação e aprendizagem: desafios e respostas pedagógicas. Rio de Janeiro: Wak, 2010. 203 p.

Annotated bibliography on hospital educational support

Elder Al Kondari Messora — 2025-05-13