Abstract
This article describes the conceptions of affectivity in the speeches of teachers who work in a hospital classroom belonging to a public hospital in the Metropolitan Region in Chile are explored, considering it as a multidimensional experience, from which the teaching practice is configured. The methodology and procedures correspond to a qualitative approach, specifically, a case study. For this, the whole teaching team that attends children diagnosed with cancer was interviewed. The main findings indicate that the category affectivity is not visualized as a phenomenon that is theorized and recreated in the discourse of the teachers interviewed. Finally, it is concluded that it is necessary to advance in valuing and clarifying the affectivity put into play in the educational act.
Highlights
R Este artículo describe las concepciones de afectividad en los discursos de docentes que trabajan en un aula hospitalaria perteneciente a un hospital público de la Región Metropolitana en Chile, considerándola como una experiencia multidimensional, desde la cual se configura la práctica docente
Conceptions about affectivity in teachers working in hospital classrooms in Chile A This article describes the conceptions of affectivity in the speeches of teachers who work in a hospital classroom belonging to a public hospital in the Metropolitan Region in Chile are explored, considering it as a multidimensional experience, from which the teaching practice is configured
The main findings indicate that the category affectivity is not visualized as a phenomenon that is theorized and recreated in the discourse of the teachers interviewed
Summary
Considerando que en la actualidad se han ido registrando cambios en la educación formal y no formal, particularmente en y desde los desafíos de educación inclusiva, es innegable su efecto en las nuevas responsabilidades de los docentes, conformándose especificidades que generan demandas en relación con la formación inicial como al desarrollo profesional docente, que comprometen su identidad profesional. Se encuentra tensionada por la necesidad de atender la diversidad en y, desde una educación humanizada, que atienda a la condición de vulnerabilidad (Carabantes y Contreras, 2020; Nunes, 2019), especialmente en el contexto de las aulas hospitalarias
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