The educator and the educational practices in hospital spaces: conceptual and contextual epistemologies

This article aims to demonstrate the importance of hospital pedagogy as a field of knowledge and the need of the professional of this field, the hospital pedagogue, to act in the scope of the multiprofessional health team, not only as a doctor, psychologist or nurse, but as an educator/teacher who makes the teaching-learning process possible in peculiar circumstances in which the ill schoolchild is inserted. Methodologically, this is a theoretical-epistemological study, of exploratory-descriptive type as to the content of the sources. Regarding the approach, it is qualitative with the use of critical socio-historical discourse analysis. It is concluded that, in spite of being a peculiar need of having hospital pedagogical professionals so that the child school is not harmed in its teaching-learning process, legal and didactic- pedagogical hindrances still remain and there is a lack of political will for this question to be put on the discussion agenda with more effectiveness and brevity in the legislative scope.