Posições identitárias de crianças hospitalizadas diante da situação docente hospitalar
Palavras-chave:
hospitalização; identidade do aprendiz; inclusão educacional; educação hospitalar; posições identitárias.Resumo
Este estudo analisa o ensino hospitalar sobre a identidade de crianças hospitalizadas em Lima, Peru. Utilizando uma abordagem qualitativa, foram utilizadas técnicas como observação, desenho de identidade e entrevistas. Os resultados revelam que a hospitalização interrompe o processo educativo, afeta o ambiente familiar e gera emoções como medo e incerteza. Nesse contexto, emergem posições identitárias como o "eu paciente" e o "eu aprendiz", que são confrontadas e adaptadas de acordo com o apoio oferecido e as estratégias pedagógicas utilizadas. O estudo destaca a complexidade da experiência educativa em ambientes hospitalares e a necessidade de intervenções integrais.
Referências
Akkerman, S., y Meijer, P. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013
Alsup, J. (2006). Discursos de identidad docente: negociando espacios personales y profesionales. Primera edición. https://doi.org/10.4324/9781410617286
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
Badia, A., Liesa, E., Becerril, L., y Mayoral, P. (2020). Five ways of being a schoolteacher. Quaderns de Psicología, 22(2), e1563. https://doi.org/10.5565/rev/qpsicologia.1563
Bagnoli, A. (2004). Researching identities with multi-method autobiographies. Sociological Research Online, 9(2), 1-15. https://doi.org/10.5153/sro.909
Bagnoli, A. (2009). Beyond the standard interview: The use of graphic elicitation and arts-based. Qualitative Research, 9(5), 547–570. https://doi.org/10.1177/1468794109343625
Bagur, S., y Verger, S. (2022). Educación Inclusiva y Pedagogía Hospitalaria: las actitudes Docentes Promotoras de la Inclusión. Revisão de Literatura. https://doi.org/10.1590/1980-54702022v28e0140
Bocanegra, C. (2020). Miradas de la pedagogía hospitalaria: reflexiones encarnadas de un docente hospitalario. Infancias Imágenes; 19(1):100-7. https://doi.org/10.14483/16579089.14684
Braun, V., & Clarke, C. (2019). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative Research in Sport, Exercise and Health, 13(2), 201-216. https://doi.org/10.1080/2159676X.2019.1704846
Braun, V., y Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research In Psychology. https://www.researchgate.net/publication/235356393_Using_thematic_analysis_in_psychology
Creswell, J. y Poth, C. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4a. ed). SAGE Publications. https://collegepublishing.sagepub.com/products/qualitative-inquiry-and-research-design-4-246896
Cruz, A., Araujo, D., y Beserra, M. (2017). Pedagogía Hospitalar: a relevância da atuação do pedagogo. Revista Educação e Emancipação, 241-259. https://doi.org/10.18764/2358-4319.v10n3p241-259
Ebersold, S. (2011). Inclusive education for young disabled people in Europe: trends, issues and challenges. Report prepared for the Academic Network of European Disability Experts (ANED), April 2011 https://www.researchgate.net/publication/289066519_Inclusive_education_for_young_disabled_people_in_Europe_trends_issues_and_challenges
Gálvez, B., Kongsuwan, W., Schoenhofer, S., y Hatthakit, U. (2021). Aesthetic expressions as data in researching the lived world of children with advanced cancer. Belitung Nursing Journal, 7(6), 549-560. https://doi.org/10.33546/bnj.1884
García, C., Escarbajal, A., y Alcaraz, S. (2023). Evaluación de Prácticas en Educación Inclusiva. Revista iberoamericana de evaluación educativa, 16(1), 7-9. https://revistas.uam.es/riee/article/view/riee2023_16_1_000
García, J. (2014). La relación entre investigación básica y profesión aplicada en la psicología latinoamericana. Revista Peruana de Psicología y Trabajo Social, 3(2), 109-124. https://www.researchgate.net/publication/274638321_Garcia_J_E_2014h_La_relacion_entre_investigacion_basica_y_profesion_aplicada_en_la_psicologia_latinoamericana_Revista_Peruana_de_Psicologia_y_Trabajo_Social_3_2_109-124
Gonçalves, R., Pereira, L., Cavalcanti, U., de Souza, M., Teixeira. R., Silva, L., Kellen, P., da, S., et al. (2016). Educação inclusiva: atendimento educacional em um hospital de tratamen (bagnoli)to ao câncer em Goiás. Rev EDaPECI; 16(3):427-41. https://periodicos.ufs.br/edapeci/article/view/5960/pdf
Herman, H. (2018). Society in the Self: A Theory of Identity in Democracy. Oxford University Press. https://academic.oup.com/book/25858
Hermans, H. (2010). The construction and reconstruction of dialogical self. Journal of Constructivist Psychology, 16(2), 89–130. https://doi.org/10.1080/10720530390117902
Hermans, H., y Hermans-Konopka, A. (2010). Dialogical self-theory: Positioning and counter-positioning in globalizing society. Cambridge University Press https://www.cambridge.org/core/books/dialogical-self-theory/E480E37D74000D537190CD63EEC53B9E
Knaul, F. M., Gralow, J. R., Atun, R., & Bhadelia, A. (Eds.). (2013). Closing the Cancer Divide: An Equity Imperative. Harvard Global Equity Initiative. https://www.tomateloapecho.org.mx/Pdfs/CCBOOK%20FINAL%20equity%20Imperative/CCD%20BOOK%20%28web%29.pdf
Lizasoáin, O. (2011). Pedagogía hospitalaria: compendio de una década. Edutec: Revista electrónica de tecnología educativa, (77). https://doi.org/10.1080/17508487.2020.1855597
Lizasoáin, R. (2016). Pedagogía hospitalaria. Guía para la atención psicoeducativa del alumno enfermo. Madrid: Editorial Síntesis. https://dmc2vm44yioo9.cloudfront.net/07541598-0257-4d8a-8d66-afba5e3b75f3.pdf
Lizasoáin, R. O. (2005). Los derechos del niño enfermo y hospitalizado: El derecho a la educación. Logros y perspectivas. Estudios Sobre Educación, 9, 189-201. ISSN: 1578-7001. https://dadun.unav.edu/server/api/core/bitstreams/1ba8d97c-0d60-4f35-bdd3-ce62f4539890/content
Marsico, G., Dazzani, V., Ristum, M., y De Souza Bastos, A. (2015). Educational Contexts and Borders Through a Cultural Lens. Cultura Psycology of Education. https://link.springer.com/book/10.1007/978-3-319-18765-5
Monereo, C. (2022). The identity of education professionals: Positioning, training, and innovation. https://www.infoagepub.com/products/The-Identity-of-Education-Professionals
Monereo, C., y Hermans, H. (2023). Education and dialogical self: state of art (Education y I dialogic: estate of the question), Journal for the Study of Education and Development, 46 (3), 445 – 491. https://doi.org/10.1080/02103702.2023.2201562
Ocampo, A., y Lizasoáin, O. (2022, 5 de mayo). Pedagogía hospitalaria: trayectorias de desarrollo intelectual, conquistas profesionales y desafíos de futuro. Rev INTERSABERES. https://www.revistasuninter.com/intersaberes/index.php/revista/article/view/1484
Ortiz, M.ª C. (1994). Pedagogía Hospitalaria. Revista Siglo Cero, 25 (5), 41-45. https://dialnet.unirioja.es/descarga/articulo/127613.pdf?utm_source=chatgpt.com
Patton, M. Q. (2015). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. (4ª ed.). SAGE Publications. https://uk.sagepub.com/en-gb/eur/qualitative-research-evaluation-methods/book232962
Ramírez, J., y Rodríguez, N. (2012). Pedagogía hospitalaria: Un modelo de inclusión educativa que disminuye el rezago educativo [tesis del programa de pedagogía, Universidad Pedagógica Nacional de Mexico]. Repositorio Institucional. http://webcache.googleusercontent.com/search?q=cache:http://200.23.113.51/pdf/28626.pdf
Rütten, A., y Gelius, P. (2014). Building policy capacities: an interactive approach for linking knowledge to action in health promotion. Health Promotion International, 29(3), 569–582. https://doi.org/10.1093/heapro/dat006
Serradas, M. (2017). The approach of Hospital Pedagogy in the Venezuelan context. Ediciones Universidad de Salamanca, 23, 121-134. https://doi.org/10.14201/aula201723121134
Stoyanova, K., y Stoyanov, D. (2021). Sense of Coherence and Burnout in Healthcare Professionals in the COVID 19 Era. Frontiers in Psychiatry, 12, Article 709587. https://doi.org/10.3389/fpsyt.2021.709587
Valsiner, J., y Rosa, A. (2007). The Cambridge handbook of sociocultural psychology. Red de Bibliotecas Universitarias (REDIUN). https://dialnet.unirioja.es/servlet/libro?codigo=562492
Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press. https://archive.org/details/researchinglived0000vanm.
Van Manen, M. (2016). Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing. Taylor Francis Group an informa business. https://www.taylorfrancis.com/books/mono/10.4324/9781315422657/phenomenology-practice-max-van-manen
Weise, C., Bretones, E., Martínez, V., y Flores, G. (2024). Posiciones identitarias del profesorado frente a situaciones de emergencia social.: Aprender en tiempos de crisis. Revista Electrónica Interuniversitaria de Formación del Profesorado, 28(1), 1–13. https://doi.org/10.6018/reifop.639551
Yenel, K., Sönmez, E., Ayaz, E., y Şahin, F. (2021). Education at hospital with the understanding of “education for all”: A case study. Education and Science, 46(207), 149–167. https://doi.org/10.15390/EB.2021.9503
Publicado
Edição
Seção
Licença
Copyright (c) 2025 Julissa Anaya Espinoza, Andy Morodo Horrillo, Crista Weise
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
CC Reconocimiento-NoComercial-SinObrasDerivadas 4.0
.jpg)
_de_logo.jpg){kind=logo}
![](https://clustrmaps.com/site/1bhn8" title="Visit tracker"><img src="//www.clustrmaps.com/map_v2.png?d=2WTJsN7QOuRFRD2DOJOZtvZ6v94bxB6RU96I-iXx-_s&cl=ffffff"></a>)
