Education in hospital class: transforming actions and conceptions to the light of the theory of complexity

Abstract

The present article discusses the education in hospital class because of the
expansion of those educational atmospheres. In that sense, it intends to ally
the institutional organization of the hospital to theoretical presuppositions
that allow to think a new educational conception that considers the subject’s
complexity in hospitalization, starting from the appreciation of their human
and existential condition and of the overcome of disjunctive processes
that characterized the hospitalized child’s treatment. For such, theoretical
portions of Santos will be used (2002a, 2002b, 2002c), as well as Morin
(2002, 2003), Ceccim (1997), Ortiz (2002, 2003), Fonseca (2003) and other
authors that help us discuss inherent hypotheses to the educational practice
in hospitals, offering subsidies for us to face the paradigmatic transition
and identify the ascending vibrations of the emergent paradigm. Thus, we
pointed the need to develop a strategic attitude sustained in the critic of
the hegemonic paradigm and of certified inventions in new knowledge
and organization forms in educational hospital environments that excel for
the integral attendance to the hospitalized child. In that way, we used the
theory of complexity for a better understanding of the human condition
and thus to avoid the structuring of fragmenting principles in the process
of organizational development of health and education institutions.