HOSPITAL PEDAGOGY, EDUCATIONAL INCLUSION, AND EDUCATIONAL TECHNOLOGIES: POSSIBILITIES FOR CONTINUING LEARNING IN INPATIENT CONTEXTS

Abstract

Hospital pedagogy constitutes an area of educational practice focused on guaranteeing the right to learning for children and adolescents in situations of hospital inpatient care, prolonged outpatient care, or health treatment that compromises regular school attendance. This study aims to analyze the contributions of hospital pedagogy to the continuity of learning, highlighting the use of educational technologies as resources to support pedagogical practice in healthcare contexts. The research, with a qualitative approach, is characterized as bibliographic and documentary, based on authors who discuss inclusive education, hospital classrooms, humanization, and educational technologies, as well as legal and institutional documents. Throughout the study, it becomes evident that the interruption of schooling can generate significant cognitive, emotional, and social impacts, making the work of the hospital pedagogue in articulation with multidisciplinary teams necessary. It is concluded that hospital pedagogy represents an important strategy for educational inclusion, as it contributes to maintaining the school connection, reducing learning gaps, humanizing care, and guaranteeing the right to education in vulnerable contexts.