Hospital Classroom: pioneering in Pernambuco and the challenges faced

Abstract

This article aims to investigate the challenges faced by hospital classes in the teaching-learning process. Regarding methodological procedures, a qualitative research approach was chosen, with data collection through semi-structured online interviews via Zoom Meetings, with the participation
of 8 (eight) teachers with experience in hospital classes in Recife/PE, Curitiba/PR, Natal/RN, Río de Janeiro/RJ and Salvador/BA. It is important to highlight that, at the time of this study, there were no other hospital classes available in Pernambuco. Given this limitation, the investigation was carried out with teachers from other states in Brazil. These teachers have experience in pedagogical work in hospital
classes, which significantly contributed to the data collection and the analysis of results, making it possible to obtain a broader understanding of the challenges faced by the teaching-learning process in different hospital contexts. The data were analyzed using the thematic-categorical Content Analysis technique (Bardin, 2016). The results enabled us to conclude that, in teaching work carried out in hospitals, hospital pedagogy is conceived as a field of knowledge that contributes to the inclusion of students undergoing medical treatment in the schooling process. Within the hospital environment, the specificities of health institutions and the particularities of the illness process require the integration of multiple areas of knowledge to carry out pedagogical work. Understanding this diversity of knowledge is essential for the teaching-learning process, serving as a basis for the training of teachers who will work in this specific context.