Hospital pedagogy in a decolonial perspective

Hospital pedagogy is an open field of forces that tries to account for an object of knowledge from lines of agreement between pedagogy, bioethics or medicine, knowledge that reifies the being and classifies it from an institutionally approved school order in a pathological ascription of deficiency or abnormality. It forges a system in tension of knowledge, methods, practices, theories that, in the framework of an educational compensation of children in a situation of illness or diminished health, determine categories of diagnosis and normality.It constructs a linear and continuous view of learning under a mirage of schooling extrapolated to another space, however, making learning an experience among diverse, implies modifying the relations with BEING and KNOWING from discontinuous and own trajectories of learning that give sense to an environment of encounter with the otherness that overcomes the ontological vision of the totality and invites to break that line of being and not being that has left the colonization of subjectivities in years of segregation and exclusion.The manuscript, by virtue of its critical nature, opens a path of dialogue between the teaching experience and the authentic educational relationship to develop a performative analysis around the joint and transversal construction of hospital pedagogy.