The present article discusses the education in hospital class because of the expansion of those educational atmospheres. In that sense, it intends to ally the institutional organization of the hospital to theoretical presuppositions that allow to think a new educational conception that considers the subject's complexity in hospitalization, starting from the appreciation of their human and existential condition and of the overcome of disjunctive processes that characterized the hospitalized child's treatment. For such, theoretical portions of Santos will be used (2002a, 2002b, 2002c), as well as Morin (2002, 2003), Ceccim (1997), Ortiz (2002, 2003), Fonseca (2003) and other authors that help us discuss inherent hypotheses to the educational practice in hospitals, offering subsidies for us to face the paradigmatic transition and identify the ascending vibrations of the emergent paradigm. Thus, we pointed the need to develop a strategic attitude sustained in the critic of the hegemonic paradigm and of certified inventions in new knowledge and organization forms in educational hospital environments that excel for the integral attendance to the hospitalized child. In that way, we used the theory of complexity for a better understanding of the human condition and thus to avoid the structuring of fragmenting principles in the process of organizational development of health and education institutions.
education; hospital class; human complexity