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In accordance with Justi; Fonseca; Souza (2011, P. 23): ' ' … the hospital pertaining to school attendance for the etria band of zero up to six years incomplete is necessary because it contributes for the processes of development and learning of the small child … ' ' , since in some cases, because of long period of internment it finishes coexisting little time the family, being able to compromise the healthful development in some aspects. Of this form it is observed relevance and the necessity of this attendance of pertaining to school inclusion stops with this public, in the direction to provide a healthful development, thus preventing, riots that could compromise the future of these children. The hospitalized children and adolescents, are devoid of attention, since they are distant of its wanted beings, had been interrupted of the social conviviality brusquely, therefore, they need people who can hear to it. Ahead of this Ross (1996, p.271) it tells: Frequent, the patients react with an admiration almost exaggerated by who take care of of them and she dedicates a little to them of time. They are private of such gentilities in atarefado world, of numbers and devices, and it is not to find odd that one has touched has led of humanity provokes a so positive reaction.

Inasmuch as, it can be affirmed that carried through educative work in hospital classroom, has the function to become this more human environment, offering a little of attention, which could be called pedagogical listening, a time that the professor if makes use to hear these small patients. This attention offered for the hospital educator is mentioned and weighed by Matos; Muggiati (2008, P. 69): … the pedagogical attention, by means of the communication and dialogue, is essential for the educative act and if it considers to help the child (or adolescent) hospitalized so that, immersed in the negative situation that crosses at the moment, it can be developed in its possible dimensions of continued education, as a proposal of personal enrichment.

As Oliveiras and Santos, (2007 to know) them that they involve the art, the religiosidade, the customs and the values in the Amazonian culture are in the center of the debates on the formation and practical of popular education and its study she makes possible to the construction of new educative practical lines of direction and, whose starting point is the reflection on the prxis of the educators and the educandos contextualizada in the local culture. Therefore, this cultural diversity is seen of beneficial form for that they are in the way of the learning, to each day learn more with the others, had this wide diversity of cultures and to know, all of certain form has something to be repassed, being of written form, verbal or gestual. The PRACTICAL practical SOCIOEDUCATIVAS In educative the educators affirm to work with the Amazonian culture. Some explain that they work the Amazonian culture in classroom, by means of the verbal narratives accomplished by the educandos, others detach that some subjects make possible the debate of the culture as the faith, that one becomes related with the Wax candle, the healthful feeding on the basis of the regional fruits, as well as determined social customs. Oliveiras and Santos (2007, p.9) understand that: Some educators in its alfabetizador educative work deal with the generating subject culture or Amazonian culture, when the educandos bring the subject in the colloquies of classroom, the exploration of the commemorative dates and by means of other subjects as the hygiene and determined social habits. The subject Amazonian culture emerges in the context of other subjects as of the religiosidade where the Wax candle of Nazar appears in such a way as how much cultural religious manifestation. Others work, still, the culture as generating subject, that emerges says of them and the written representations of the educandos as the drawings. .

" But the decibel level of her crying has increased significantly. Once again, I decided to feed her – gave her a bottle of juice – she immediately calmed down, sucked a couple of times, once threw a bottle and screamed as loud as I've never heard before. "We should send her attention to something else" – I thought. I began to show her the pictures, gave her to touch different objects, but nothing helped. She was crying so loudly that I started to think that now the glass will start to depart from windows. I was on the verge of despair. I tried to check again – diapers, sleeping, eating. The result – she began to cry even louder and became more upset.

It has been over 20 minutes c ever since Diane started crying and I started not to seriously worried. Can she open appendectomy? Or by parasites eating away at her gut? Or something else wrong with her body and that hurts her? I began to think seriously about calling an ambulance. And then I got the idea, which became One of the key concepts in my work with parents and teachers, which I helped to cope with difficulties in raising and educating children. Rather than complicate something (to think that she has some terrible disease in the body), I looked at it simply. I thought: 'What could be the most obvious cause of her illness? " This was not a wet diaper, she was not tired.