Intervención didáctica flexible en física y matemáticas con transversalidad de campos de pensamiento en el aula hospitalaria de la clínica infantil Colsubsidio.

Abstract

This paper presents the development and implementation of a flexible didactic intervention in the areas of physics and mathematics, carried out in the Hospital Classroom of the Colsubsidio Children's Clinic in the city of Bogotá. The proposal is based on guaranteeing the fundamental right to education and the inclusion guidelines of the District Secretariat of Education, seeking to mitigate the high risk of school dropout and the socio-emotional impact derived from prolonged hospitalization. Methodologically, the work analyzes how pedagogical strategies must adapt to non-conventional educational contexts, relying on the systematization of experiences of a focus group of nine student-patients facing highly complex pathologies, primarily onco-hematological. Furthermore, it explores how the integration of different fields of thought and the rigorous application of Universal Design for Learning (UDL) help transform the medical environment into an empirical laboratory. The results demonstrate that teaching based on pedagogical tact not only strengthens the appropriation of knowledge in the face of severe clinical barriers, but also fosters cognitive resilience and ensures the continuity of the educational process in situations of extreme vulnerability. Description The pedagogical design of this internship was structured under the innovative "Living Classrooms" (Aulas Vivas) model, promoting didactic transposition so that concepts of the exact sciences can be understood through daily hospital life and the very medical equipment surrounding the patient. Through the development of Individualized Plans for Reasonable Adjustments (PIAR, for its acronym in Spanish), it was possible to overcome severe obstacles such as neurocognitive impairment (chemo-brain) and extreme fatigue induced by the treatments. The study empirically confirms that the humanization of teaching mathematics and physics acts as a therapeutic support that mitigates hospitalism syndrome and restores the child's school identity, demonstrating that the teacher's role in these spaces transcends the academic realm to become an act of vital support and the protection of rights.