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. La metodología y procedimientos corresponden a un enfoque cualitativo, específicamente, un estudio de caso. Para esto, se entrevistó a la totalidad del equipo docente que atiende a niños diagnosticados con cáncer. Los principales hallazgos indican que la categoría afectividad no es visualizada como un fenómeno que sea teorizado y recreado en el discurso de los docentes entrevistados. Finalmente, se concluye señalando que es necesario avanzar en valorar y esclarecer la afectividad puesta en juego en el acto educativo.

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.

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.

We present the results of an investigation which aim is to analyze – in the words of young university students – their conceptions regarding child participation in the context of the International Convention on the Rights of the Child. To that end, it featured the informed participation of 53 university students in 1st year of Psychology at a Spanish university, whose ages were 18 years old. They formed four discussion groups; and for the processing and analysis of the information, the QDA Miner software and discourse analysis were used. The main findings indicated that among our interviewed, exists a perception of low participation of children, in addition to scarce knowledge regarding the rights of the child.