Educational Services for Hospitalized Children and Adolescents in Pediatric Oncology: A Cartography of Academic Production in Brazilian Federal Universities

Abstract : This study maps the academic production on Educational Services for Hospitalized Children and Adolescents related to pediatric oncology at Brazilian Federal Universities, aiming to understand how different fields of knowledge construct meanings about illness, schooling, and educational continuity for children and adolescents undergoing cancer treatment. The research adopts an exploratory and cartographic approach grounded in Antoine Culioli’s Theory of Predicative and Enunciative Operations (TOPE), analyzing lexical variations, metadata, institutional affiliations, and regional academic productions. Two analytical levels were established: Level II, focused on textual surface and metadata analysis, and Level I, centered on enunciative activity and networks of meaning. The results reveal that the naming of Educational Services for Hospitalized Children and Adolescents is not neutral but constitutes strategic enunciative operations that reflect distinct epistemic territories. Although Hospital Class remains the most stable descriptor nationwide, regional specificities demonstrate differentiated modes of institutionalization and conceptualization. The North region prioritizes continuity of schooling and preservation of pedagogical identity; the Northeast expands the field through ethics, aesthetics, and intersectoral dialogue; the Southeast consolidates institutional and professional dimensions; and the South emphasizes subjective, neurocognitive, and socio-emotional aspects. The study also identifies a progressive displacement from biomedical approaches toward relational and rights-based perspectives, in which the child ceases to be represented exclusively as a patient and becomes re-enunciated as a subject of learning, participation, and continuity. The findings reinforce Educational Services for Hospitalized Children and Adolescents as an ethical, pedagogical, and political practice essential to sustaining educational trajectories during illness.