1 Introduction

This article aims to investigate the practice of the pedagogue inserted in Hospital School Care since the Pedagogy course covers this institutional space as a workplace for the pedagogue. Therefore, this writing is based on some selected excerpts from the final paper in the Pedagogy course at the Universidade do Vale do Taquari (Univates), located in Lajeado, Rio Grande do Sul, Brazil. The central objective of the research was to investigate the roles of the pedagogue in the Hospital School Service Sector of the Pedagogy Sector of a Children's Hospital located in the state of Santa Catarina (SC), to understand the work of this professional in this space.

To develop this article, we organized the writing as follows: in the first section, we present a brief historical framework on the emergence of hospital pedagogy in Brazil, we seek to show the intersections between health and education/pedagogy and hospital space; in the second section, we discuss the performance of the pedagogue in the hospital space, as well as present initial reflections on the national reformulations involving the Pedagogy course, based on the latest Diretrizes Curriculares Nacionais for this course; in the third section, we approach aspects of the pedagogue's performance in Hospital School Service, presenting the methodology of this research; finally, we present the fourth and last section, in which we express some reflections and perceptions that emerged from the research and that allows us to assert the importance of inserting the pedagogue in spaces other than the classroom.

2 Brief intersections between the hospital space and Pedagogy in Brazil

In Brazil, around 1950, the first hospital to receive hospital classes was Hospital Menino Jesus, located in the city of Rio de Janeiro due to the concern with the education of hospitalized children. Over time, several other hospitals began to implement this new class, even though there was still no law establishing the obligation of this space within the hospital. Even if it is not our intention to discuss Hospital Pedagogy more extensively, it is important to mention that in 1935, Henri Sellier, in France, invested heavily in Hospital Pedagogy, as he founded a school to care for tubercular children because they went through long periods of hospitalization due to a treatment considered weak in the face of the situation.

Afterward, the Federal Constitution of 1988 established the right to education, equal access, and educational continuation. However, it was only from 1990 onwards that new laws on education were passed, determining that every child unable to attend a regular school, even if it was within a non-school space, should receive other educational support. From these laws, others emerged, such as Resolution No. 41, published in 1995 by the Brazilian Society of Pediatrics, which lists 20 rights of hospitalized children and adolescents. These rights are reaffirmed and amended in Law No. 9,394, of December 20, 1996 (Lei de Diretrizes e Bases da Educação Nacional), as can be seen in Law No. 13,716, of September 24, 2018, in its Article 4-A, which states that “[...] educational assistance is ensured, during the period of hospitalization, to the education of the student hospitalized for health care in a hospital or at home for a long time [...]”.

However, we highlight the importance of every hospitalized child having their rights guaranteed, as established by the Statute of the Child and Adolescent, Law No. 8069, of July 13, 1990, Resolution No. 41, of October 13, 1995, of the National Rights of Children and Adolescents, and the Declaration of the Rights of Children and Adolescents, which emphasizes that hospitalized children have the right to be accompanied by their guardians or their mothers during their hospitalization. We intend to emphasize that hospitals will be able to assist children through the hospital class when there is a pedagogue responsible for finding resources and school activities so that children can continue their studies, without disrupting the schooling.

It is also important to highlight that, in addition to children having access to school continuity, they will also be able to enjoy the recreation room and toy library, with the supervision and presence of people responsible for this sector. Everyone must know that we must respect the limits of each child, as well as their needs and interests.

^{Fonseca (2008}, p. 12) points out that Brazilian legislation recognizes “[...] the right to continuity of schooling for those children and adolescents who are hospitalized. This type of care is called hospital class [...]”. The excerpt highlighted in the citation shows that the pedagogue, within the hospital, can act as a professional capable of making a connection between the school content and what the hospitalized child is able to learn.

Therefore, it is emphasized here the importance of the pedagogue in carrying out different proposals that seek to rescue the experiences of hospitalized children and lead them to acquire new experiences through socialization, so that, in one way or another, they continue in this educational process, i.e., the pedagogue manages the time of activities with flexible planning, according to the interest and willingness of their student-patients. It is clear, therefore, that hospital education in this perspective is necessary since children will attribute a new meaning to the hospital, perceiving it not only as a place where sick people stay but as a space where everyone has the opportunity to continue learning.

Regarding the importance of the pedagogue, ^{Matos (2009}, p. 47) corroborates by stating that: “The role of education in the hospital and, with it, that of the teacher, is to provide the child with knowledge and understanding of that space, re-signifying not only them, their illness and their relationships in this new life situation”. Therefore, educators must be aware that a hospital, in addition to being a space dedicated to healthcare, is also indispensable as an educational space. Next, we will analyze how the Curriculum Guidelines for the Pedagogy Course allow (or do not allow) the opening for the pedagogue to act beyond the formal spaces of education, usually recognized as the school and the classroom. This intersection between the hospital space and the knowledge of the field of Pedagogy, which constitutes such fundamental approaches to the lives of hospitalized children, is also a political field of forces and interventions. Let's see in the next section of this article.

3 National Guidelines and Pedagogy in the hospital space

Over a long period, the Pedagogy course underwent several reformulations based on legal determinations, gradually they were modified and expanded the spaces for the pedagogue to act. We can verify that according to the Parecer do Conselho Nacional de Educação e Conselho Pleno (CNE/CP) nº 2, of July 1, 2015, in article 3, it is stated that “[...] the initial formation and the continuing education are intended, respectively, for the preparation and development of professionals for teaching functions in basic education in its stages [...]”.

It is possible to infer that the legislation points to other ways for the pedagogue to act beyond the classroom. We know that this was not always the case, as the Pedagogy course had its first regulation created by Decreto-Lei nº 1.190, on April 4, 1939, which provided for the formation of a bachelor's degree in Pedagogy, known as "technician in education". Subsequently, Resolution CNE/CP nº 1, of May 15, 2006, which establishes the National Curriculum Guidelines for the Undergraduate Course in Pedagogy, given Pareceres CNE/CP nº 5/2005 and 3/2006, in turn, established that:

Art. 4th The degree course in Pedagogy is aimed at training teachers to exercise teaching functions in Early Childhood Education and the early years of Elementary Education, in Secondary Education courses, in the Normal modality, of Professional Education in the area of services and school support and in other areas in which pedagogical knowledge is expected. (BRAZIL, 2006, p. 2).

Thus, it is evident that the professional, to work in these areas mentioned above, needs specific training in a teaching degree - a Pedagogy course -, as well as seeking training in courses aimed at this field since its main objective is human development. Still, according to the National Curriculum Resolutions and Guidelines, it is imperative to highlight that Resolution CNE/CP nº 1/2006, of May 16, 2006, presents, in Section 1, in its article 5, the following text:

Graduates of the Pedagogy course should be able to: [...] IV - work, in school and non-school spaces, in promoting learning for subjects in different stages of human development, at different levels and modalities of the educational process. (BRAZIL, 2006, p. 2).

Currently, we have been following the insertion of the pedagogue in companies, non-governmental organizations (NGOs), museums, and hospitals, provided that the professionals meet the National Curriculum Guidelines. Added to this, we realize that Resolution CNE/CP No. 2, of December 20, 2019, which determines the National Curriculum Guidelines for Initial Teacher Training for Basic Education and constitutes the National Common Base for Initial Teacher Training of Basic Education (BNC-Training), in its 6th article, it emphasizes the need for a teacher training policy for Basic Education, in line with the regulatory frameworks, in particular with the National Common Curricular Base (BNCC). The most relevant principle pointed out in this official document is the following:

I - teacher training for all stages and modalities of Basic Education as a State commitment, which ensures the right of children, young people, and adults to quality education, through the equalization of opportunities that considers the needs of each and every one of students. (BRAZIL, 2019, p. 3).

That is, it is possible to highlight that the pedagogue is qualified to work in both school and non-school spaces, with the hospital being an example of this second case. We also know that it is the right of the child to receive a quality education offer, respecting their differences, regardless of the situation in which they find themselves. For this to happen, it is extremely important that educators are prepared and that they seek to position themselves in these new spaces that today are beyond the classroom.

It is also important to mention that in 2019 we saw a setback in the National Curriculum Guidelines, as the official documents do not mention a specific opening of the pedagogue's role in other social spaces. Thus, it is reiterated that teaching knowledge is technical and utilitarian, focused solely on the school, more specifically on the classroom. This is in line with our difficulty in locating hospitals with pedagogues in their multidisciplinary teams.

Because of these resolutions, it is concluded that the hospital is also a teaching space, in which the presence of a pedagogue is of paramount importance for the humanization process of student-patients, so it will be possible to provide the continuity of the school process, to that, when returning to the school of origin, they can continue their studies as well as other students, thus avoiding a delay and/or school failure.

4 Methodology

5 Final considerations: behind that door, there is the power of life and new possibilities

We understand that, in a hospital, the pedagogue, at the beginning of each morning, puts on their colorful lab coat, with a smile on their face and an attentive look, bring a spreadsheet under their arms with their beautifully decorated pen, and go from bed to bed. They offer appointments in the afternoon, asking about the main doubts/school difficulties or even offering help for the child to learn more about things they enjoy. A pedagogue who provides activities related to the teaching that the school of origin proposed to work with also contributes to the other healthcare professionals, because they unify efforts, to improve the quality of the services offered in a hospital environment, to demystify the idea that this is an environment surrounded by strange, cold people, with rooms that convey melancholy because of the white walls and clothes.

At this moment, we feel very proud to be able to share what we live, feel, and experience at the Children's Hospital of reference in Santa Catarina. Today we have no words to describe how important this hospital is for the lives of children who spend days, weeks, and even months away from their families, their daily routine, school, their friends, and their freedom as children.

Thus, we believe that to be able to work in a hospital, not only do we need a degree in Pedagogy, but we also need to have degrees in empathy, sensitivity, patience, understanding, affection, commitment, respect, and ethics, especially the last two, to being able to accompany patients and their families. Therefore, education must be allied to healthcare, since both seek solutions to strengthen the child to react better to their treatment.

We observed that the idea of teaching classes inside the hospital goes far beyond educating and teaching. We affirm this because we have experienced, during the five consecutive days, that the children going to the Activities Room contributes to the recovery of their self-esteem. We also noticed a very strong bond between the pedagogues and the children, which is because the humanization process is being developed daily.

In this way, we establish a connection with the idea of Matos and Mugiatti (2008) in their work A humanização integrando educação e saúde, when they state that, from the moment we notice the need for the existence of pedagogical practice within hospitals, we will be recognizing the pedagogue in this space, as many can only see a pedagogue when they are in a classroom, and not outside it.

^{Ceccim and Carvalho (1997}) highlight the importance of having a multidisciplinary team in health and education, since, according to the authors, when a hospitalized child receives adequate pedagogical mentoring, they can face the events of their life with more enthusiasm. In other words, even though they are sick, they can learn, create, recreate, and play, as well as interact socially, showing daily improvements in their treatment.

In this sense, it is believed that, just as the school needs an active pedagogue, the hospital also needs to have this professional. From our perspective, through this process of professional training, the role of the pedagogue will always be the same, whether in formal or non-formal institutions, as they will always work with the training of subjects, at any stage of human development or the various levels and modalities of the educational process. It is up to us, pedagogues, to go in search of these differentiated and promising learning spaces. Otherwise, the pedagogue will always be seen only inside a classroom in a school. We need to challenge ourselves, and open new horizons for our area of expertise. This movement also shows other sectors and areas the potential of Pedagogy.

We can see that hospitalized child faces several ruptures concerning their school continuity, as well as in their social life, which, in most cases, causes great damage in the affective, cognitive, and social aspects. Therefore, we emphasize the importance of the pedagogue in the hospital so that they can carry out different works that seek to rescue the experiences of these children so that they can acquire new experiences through socialization and continue in their educational process. The pedagogue must conquer the child, managing the time of their activities with flexible planning according to the disposition of their student-patients.

Last but not least, we emphasize that it is of fundamental importance for the pedagogue to conquer other educational spaces in which teaching and learning processes take place beyond the classroom, such as hospitals, companies, and incarceration institutions. Therefore, it is up to the pedagogue to try to appropriate these different spaces and make a difference in the life of the people who cross their paths.

We believe that the hospital, as a space for the pedagogue, together with the entire multidisciplinary team of doctors and nurses, becomes a training space because a new concept is created at all times. It is a space where senses are produced because when we step into the Activity Room destined for the 1st to 5th grade, we produce connections by leaving a little of ourselves and taking a thousand things from others. The learning that takes place in this space is very significant for those who are experiencing it, whether in their daily lives or in a survey like this.