Prácticas docentes para garantizar el derecho a la educación de niños, niñas y jóvenes, en el programa de aulas hospitalarias

Abstract

The systematization of the experience of a teacher in Hospital Classrooms has generated a deep reflection on the pedagogical effort. Thus, this investigation is based on her work, carried out, for six years and which -so far- continues in course. Such experience, seemed like an initiatory journey, was directed by a teacher who is pioneer and leader of the program of Hospital Classrooms in Bogotá City. In this way, bringing education, the teacher wide herself the horizon of expectations to children and young hospitalized; so returning hope to their families. As a matter of fact, the structure of this experience is divided into seven sections; this tells about of each one of the lines of force who attested what the teacher lived. Then, the process of systematization is carried out from the methodological perspective of three so-called authors: Alfredo Ghiso (1998) and Raúl Mejía (2000). From this theoretical, bipartite point of view, will the role of the teacher assume in this context. It is necessary that pedagogical practice in Hospital Classrooms - as in the everyday life of the regular school context - is defined as that which manages to spread the development of capabilities, divergent thinking of talent development, spirit of adventure, strategy, possibility of inventiveness, the improvement of learning-teaching qualities at the scholars and learning processes. In summary, the process of teaching in a hospital is not only the result of a curricular design loaded of contents, but a set of plans for the construction of thought and meaning that is promoted through the knowledge of a specific educational need.