This research aims to understand the meaning of discontinuity of school activities in
the routine of children at school age who are hospitalized, taking into account their
accompanying mothers’ voices. In order to achieve the aim, the methodology chosen
was qualitative approach and the strategy was case study. The process took place
during the time in which bibliographical review and the document study were carried
out. In order to collect data, a semi-structured interview was carried out with three
mothers of sick children in hospital. The interview was recorded and transcribed from
January to March, 2020. The place chosen to carry out the investigation was a public
hospital of the state health system in Porto Nacional, in the state of Tocantins, Brazil.
The hospital assists children from 0 (zero) to 11 (eleven) years of age. The collected
data were analyzed and systematized by means of two analysis units. Outcomes show
the importance given to background knowledge acquired in social relationships and its
result on social and historical development of the individual. Outcomes also show the
relevance given to school during childhood. In spite of children having the right to
receive formal education, they are deprived of this right while sick in hospital. As for
the mothers, this situation leads to uncertainty, fear, and insecurity. Routine
interruption shows mothers’ wish for their children to go back home and to school. They
are worried about their children’s learning process interruption and their children’s
distance from their daily routine. They are also concerned about their children’s
situation because if they miss lots of classes, it may be difficult for them to catch up.
Consequently, the mothers defend the continuity of school activities during
hospitalization.
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