THE USE OF DIGITAL TECHNOLOGIES IN PEDAGOGICAL PRACTICE IN HOSPITAL CLASSES: THEORETICAL REVIEW AND EXPERIENCE REPORT

Abstract

This article aimed to examine the use of digital technologies in teaching practices in hospital classes, systematizing the pedagogical documentation of experiences lived by three teachers working in hospital classes in the municipality of Sorocaba/SP. To achieve this objective, the study integrated a literature review and document analysis, encompassing the records of students and teachers, which included actions, reflections, planning, individual reports, pedagogical plans, and portfolios. The results indicated that the intentional and well-planned use of digital technologies can enhance teaching and learning experiences when implemented in a procedural manner within didactic sequences and in intersectoral collaboration with the hospital's multidisciplinary team and the professionals responsible for the education of students (home school). The diversity of resources not only stimulates learning but also promotes the continuity of affective ties and all the documentation pertaining to the formative process. Several challenges were also identified, especially structural ones, which interfere with the curricular application and compromise the advancement of the process. Among these challenges, the social inequality in access to technologies at home, the need for continuous training for teachers and administrators, and ethical issues related to data protection stand out. The practice demonstrated that modular units, educational development plans, and hybrid portfolios are viable strategies to address clinical variability and highlight progress that can be communicated to educational networks. It is concluded that technologies have the potential to ensure the right to education in pediatric oncology hospitalization contexts, provided they are accompanied by public policies for digital inclusion, continuous teacher training, and clear protocols for consent and data management. These initiatives should constitute an integrated plan between the health and education sectors.