Introduction

Planning within the hospital school environment is very complex. It is a great challenge, considering that it must be based on the specifics that the hospital presents, on the main needs of the student, his age and school year, as well as on the express curriculum for Basic Education. ^{Fonseca (2008}) states that the teacher who works in this service must consider the health problems of the students, the routine within the hospital environment and their therapeutic procedures in order to carry out their planning.

In the case of the teacher who works in a hospital school environment, it is evident that he has to be attentive to the specificities that the hospital presents, considering that:

The teaching activity in a hospital environment has different characteristics from those that manifest in school institutions. This occurs both because of the health conditions of the student, who is there as a patient, and because of the characteristics of the space where the pedagogical activities are carried out. (^{REIS, 2017}, p.21).

Thus, being a teacher in the hospital environment means being willing to adapt to the specificities of this space, that is, to be in constant change, adapting to the conditions of different students/patients and understanding the complexity of teaching in this specific locus.

It’s known that specific training to work within the hospital school environment is still scarce and, therefore, the identity of the hospital class teacher is often constituted during his daily performance (^{REIS, 2017}).

The teacher who deals with an audience surrounded by specificities demands to have a network of possibilities to obtain knowledge that meet the needs of his students.

For ^{Lima (2015}), the training of the special education teacher and also of the hospital class teacher is one of the great challenges to secure quality education for all. It is necessary to deal with the unpreparedness:

[...] of teachers (trained or in training) to work in the education of children and adolescents with some type of disability and those undergoing health treatment in hospitals or in convalescence at home - since many teachers are trained or in training they do not even know the proposal for schooling in hospitals (and at home). Although the need for teacher specialization to work in the hospital class is not defended here, it is recognized that it is necessary to include, even though elementary, discussions about this educational modality, particularly when studies on special education are proposed. (^{LIMA, 2015}, p.39)

In the Brazilian scenario, we are faced with the precarious training of hospital class teachers and, also, with the lack of structuring of equal working conditions, something that directly affects the pedagogical practice (^{LIMA, 2015}). Aiming to guide the training of teachers working in hospital classes and to structure more favorable working conditions, “[...] training policies and working conditions that must be the target of strong investments so that the teaching work can ascend to a more dignified condition of work” (^{HYPOLITO, 2015}, p. 517) are necessary.

Based on the need for training in relation to hospital school attendance, as well as the importance of planning in relation to this service, this study aimed to analyze the case studies and Individual Educational Planning (PEIs) developed by the participants in a collaborative reflective training course.

Método

The present research consisted of collaborative character with a qualitative approach, in which 22 participants participated in the research, being three teachers who taught in hospital classes, 14 teachers of Special Education, three support teachers (they accompanied the PAEE students in common class) and two Special Education coordinators.

It should be noted that the initial proposal was to carry out the course together with professors from the hospital classes. However, as it is a collaborative research, in which the actions were carried out entirely in partnership with the board of education in question, the coordinators presented the need for training for the other Special Education teachers. Thus, the present continuing education was open to all Special Education teachers who were interested in signing up to take the training course.

It is considered that the research was constituted in the scope of collaboration, considering that, since the process of construction of the course, there was a partnership with the coordinators of the Special Education pedagogical nucleus. As well as, during the course, the contents covered were listed in partnership with the participants, according to their needs.

The research was carried out in a teaching directorship, located in a city in the countryside of São Paulo, where a collaborative continuing education course took place. For this course, five face-to-face meetings were held and five teaching units were made available on Google Classroom.

All meetings were recorded and later, the participants' speech reports were transcribed.

The material analyzed in this study was based on the speech reports in the face-to-face meetings on the subject of PEI and the responses of participants in the discussion forum in the virtual environment (which focused on planning for hospitalized students). The guiding question was: "In your opinion, what is the most appropriate way to carry out planning for students who are hospitalized?". From this analysis, it was observed the demand raised by the participants on educational planning within the hospital environment. Thus, six case studies and their respective plans were built in groups. The groups were defined by the participants themselves.

The researcher provided an example of a case study, which she built, and two examples of planning, models that were taken from the internet. Despite what was suggested, each group could carry out the construction of the material in the way they believed to be the most appropriate, creating a fictitious case or using their own professional experiences within the hospital.

After the construction of the case studies and their respective plans, these were made available in the virtual environment. To this end, discussion forums were opened so that the participants could provide opinions to complement the plans.

Finally, there was a face-to-face meeting aimed at complementing the cases and their respective plans and seeking to clarify any doubts between the groups.

From the qualitative analysis of the data, a system of categorization and grouping of the speech reports and responses of the participants in the activities was elaborated.

It is noteworthy that the present study was approved by the Research Ethics Committee on Human Beings at the Federal University of São Carlos (UFSCar), under the CAEE number 81168617.8.0000.5504.

Results and discussions

Result of the case studies and plans prepared by the study participants

The following table shows a brief summary of the work developed.

During the elaboration of the PEIs in this study, it is noteworthy that there was the presentation of models for the participants. However, each group built its planning with the information they considered relevant, thus demonstrating that there is no defined model due to the specificity that this service presents.

In the table below, it is possible to check the comments of the participants on the digital platform and also in the face-to-face class.

In case study 1, storytelling, drawing and writing activities were proposed for a seven-year-old student, in a postoperative state, during a five-day hospitalization period.

From the comments of the participants on case study 1, the importance of contact with the hospitalized student's home school is highlighted, aiming to assist in the learning process during the hospitalization period, as well as their return to the regular school. ^{Pacco (2017}), when conducting a survey with hospital class teachers nationwide, pointed out that the majority of teachers reported the importance of establishing this contact with the hospitalized student's original school to obtain a good return to social and school life.

Thus, the importance of establishing a collaborative work between the teacher of the hospital class and the teacher of the school of origin is reinforced, mainly in the elaboration of the PEI.

In case study 2, storytelling, writing and communication development activities were proposed for a six-year-old student residing in the hospital.

Taking into account that this case brought a service proposal for a student who resides in the hospital, the importance of the hospital class is pointed out, considering that the school enters the hospital, giving a new meaning to this space.

In case study 3, text interpretation activities were proposed, using assistive technology for a 17-year-old student with deafness, who stayed in the hospital for about a month.

It should be noted that the planning of group three was the only one that pointed out actions with the family and other health professionals and mentioned the contact with the student's school of origin.

It is important that, throughout the hospitalization process, a connection is established between the teacher of the hospital class, the family and the student's home school, aiming to develop learning, in addition to minimizing the negative effects of the hospitalization process (^{ORTIZ; FREITAS, 2005}).

In case study 4, storytelling, drawing and writing activities were proposed for a 17-year-old student with Down Syndrome.

Considering that in the planning of group 4 the infantilization of students with disabilities was pointed out, it is important to highlight that the infantilization of adolescents with disabilities is still very recurrent. ^{Meletti (2006}) points out that there is an emphasis on curricular content of Early Childhood Education for students with disabilities from the age group of seven to 16 years, based on the cognitive level and not turning to practices directed to the content consistent with the chronological age of the students. In case study 5, recreational activities were proposed, seeking to teach mathematics and Portuguese to a six-year-old student diagnosed with chronic renal failure.

From the comments on case 5, it is highlighted that the objectives and teaching strategies must be described in the planning. In this way, the elaboration of the PEI becomes a means of establishing and systematizing the proposed objectives and the actions that will be taken to achieve those objectives.

In case study 6, music interpretation and drawing activities were proposed for a 15-year-old student undergoing treatment due to the abuse of alcohol and illicit narcotics.

It points to the importance of attending hospitalized students in hospitals or sectors that specifically care for patients in the mental health system, especially adolescents recovering from drug and/or alcohol dependence, considering that regardless of any condition, the child or adolescents have the right to education.

As can be seen throughout the study, educational hospital care is a service that allows the existence of different realities. Thus, the importance of teacher training to work in this space is discussed, considering that being a teacher in the hospital environment represents being willing to adapt to the specificities of this environment, that is, to be in constant change, adapting to the conditions of the different students/patients and understanding the complexity of teaching in this specific locus.

In general, it is clear that all groups developed the case studies and their respective Individual Educational Plans, working collaboratively, with mutual support among the participants, as well as the collective discussion of the cases.

It is noteworthy that mainly group three developed a PEI in a more complete way, evaluating that materials were elaborated that are characterized in the appropriate description of a planning proposed by Tannús- Valadão (2013):

PEI must be a written plan, a kind of contract, which describes the educational program in terms of services demanded by a particular student, based on an in-depth assessment of the strengths and needs that affect his ability to learn and to demonstrate learning. It is a record of the individualized accommodations that are necessary to help the student achieve learning expectations, configuring itself as a guiding document of educational work that identifies how the expectations of learning for all can be changed, taking into account the needs of the student and the standard curriculum, as well as the identification of alternative goals in the program areas, if necessary (TANNÚS- VALADÃO, 2013, p.55).

Individual Educational Planning is a method institutionalized by law in several developed countries, such as the United States, France and Italy; and a means of guaranteeing positive results in the face of the schooling process of students with disabilities (TANNÚS-VALADÃO, 2013). However, for ^{Reis (2017}), this planning has been used by teachers in the hospital classes, considering that the student who is in a state of hospitalization has special needs, even for a certain period of time. Thus, the PEI becomes an important resource in the hospital school environment.

In some countries, PEI, within the hospital school environment, is already a common educational strategy, being regulated by the Ministry of Education, such as in Colombia. According to the document Orientaciones para la implementación del apoyo académico especial y apoyo emocional a niñas, niños y jóvenes en condición de enfermedad, teachers working in hospital classes must develop and adapt the PEI for hospitalized students, according to their needs (COLÔMBIA, 2015).

Conclusión

It can be concluded that, when thinking about the possibilities of developing school activities within the hospital school environment, it was noted that Specialized Educational Planning (PEI) constitutes a favorable action for both the student and the teacher. It is considered that this type of planning highlights the main needs and potential of the student, something that is essential when the student is hospitalized.

For future research, it is suggested that the Individual Educational Plans developed throughout the training course be applied in practice by the participants, aiming to reaffirm the importance and educational benefits that this type of planning presents.

It is encouraged that continuing education does not materialize as a solution to educational problems. However, it allows the teacher to improve his actions towards his student, thus improving learning conditions and increasing the quality of teaching.

It is hoped that this work has contributed to the areas of knowledge related to education in general and can support discussions about teacher training to work in Hospital School Service, as well as, in face of individual educational planning in this space.