Literacy practices as a bridge to reveal self-concept in hospital classroom students

Abstract

This research was developed to account for the fact that both teachers and students may well be immersed in a number of contexts other than the traditional school context. To support this premise, we undertook the challenge of one of this context is the hospital classroom which offers educational attention to hospitalized kids who cannot go to a regular school because their health condition. The study was carried out in a public hospital in the north of Bogotá D.C. The type of study was qualitative; the approach was based on description and interpretation. The participants of the research were named hospital classroom students or patient-students. After becoming acquainted with the context and acknowledging the low balance of stability that had the patient-students because their medical processes, the participants selected for the study were the ones of external consultation, those patient-students did not have to be hospitalized but they needed special care, for that reason they had to go to the hospital classroom regularly. The main objective of the study was to know how do oral and written life stories reveal about patient-students' self-concept. The literacy practices were used as a bridge to show how social and family experiences generate empowerment, potentialization and modification of the self-concept