CHALLENGES AND PERSPECTIVES OF COLLABORATIVE TEACHING IN HOSPITAL CLASSROOMS: AN ANALYSIS IN SOROCABA/SP

Abstract

This article investigated the relationship between hospital classroom teachers and the professionals (management team) working at the students'/patients' schools of origin. The hospital classrooms analyzed are affiliated with a highly complex pediatric oncology hospital in Sorocaba, São Paulo. The research was based on an evaluation of public policies and the experiences of the teachers/authors regarding their relevance and the lack of scientific literature on the topic from this research perspective. Furthermore, it sought a critical reflection on the responsibility of professionals in hospital classrooms and their schools of origin, considering the difficulties and challenges for the effective implementation of collaborative teaching. The methodology of this study was based on a pedagogical documentary analysis of the practices of hospital classroom teachers (records from the last five years), as well as an analysis of relevant public policies that regulate and guarantee the right to Specialized Educational Assistance (SEA) in hospital settings. The research results revealed that collaborative teaching is essential for the effectiveness of the educational process in hospital classrooms, proving to be an approach consistent with the needs of students undergoing treatment. However, differences were observed in the relationship with their schools of origin. While some institutions fully embrace this responsibility, others still demonstrate resistance to implementing collaborative practices. To contribute to a change in this reality, it is essential to create policies that ensure the continuity of specialized educational services (SEAs) and the adequate training of professionals working in both hospital classrooms and their schools of origin. These policies must guarantee not only the necessary structure for teaching but also the development of specific competencies and skills that promote the effective inclusion of students undergoing cancer treatment.