Creating links, taking on new roles
The role of the hospital teacher in the teaching-learning process as a generator of resilience
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Thinking of childhood as a process that is not necessarily linear, allowed me to think of the Right to Health and the Right to Education as complementary and inalienable, so that the child can reach his or her full potential. When health is interrupted, the care of that child or adolescent no longer depends exclusively on his or her family as an institution of belonging, but becomes a child approached in an interdisciplinary and multidisciplinary way. In this process, the Hospital Pedagogue will be the link between the intervening health professionals, the child, the family, the social context...
Thinking of childhood as a process that is not necessarily linear, allowed me to think of the Right to Health and the Right to Education as complementary and inalienable, so that the child can reach his or her full potential. When health is interrupted, the care of that child or adolescent no longer depends exclusively on his or her family as an institution of belonging, but becomes a child approached in an interdisciplinary and multidisciplinary way. In this process, the Hospital Pedagogue will be the link between the intervening health professionals, the child, the family, the social context of belonging, towards the achievement of the future reintegration to their educational community of origin. In the integral approach to the child, the figure of the Hospital Pedagogue is part of the team of professionals who, in a subordinate and coordinated manner with the health team, in effective and respectful mutual communication, will guarantee the full treatment of the child-patient-pupil, as a full subject of rights. As adults with direct intervention with children, we must guarantee the full respect of their rights, towards the achievement of full human beings. Together we can create bonds and assume new roles.
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