TEACHER LONELINESS AND ITS CONFRONTATION: CONTRIBUTIONS OF HISTORICAL-CRITICAL PEDAGOGY AND HISTORICAL-CULTURAL THEORY

Abstract

This article presents actions carried out by the Municipal Department of Education of Toledo with education professionals, in order to promote the review of school practices. The initiative had the purpose of searching for practical resources that would contribute to educational institutions in the consolidation of their pedagogical political projects, in their purposes of ensuring teaching processes that responded to the educational needs of students and, consequently, were converted into developmental practices from the point of view of human formation. To this end, texts were used that were based on the theoretical constructs of the Historical-cultural Theory and the Historical-Critical Pedagogy, aiming at possibilities of facing the historical difficulties experienced by school institutions and their agents, in the fulfillment of their maximum reason for existing: teaching. The theoretical frameworks used were important to understand the relationship between learning and development and the place of the school in this process. Finally, actions developed with professionals from some schools of the Municipal Education Network were described. The work intended to promote the practice of collective activity of the teachers of the schools involved, with a view to a greater understanding of the results observed in the academic performance of students and the demystification of common school complaints in the school environment that, not rarely, fall on the academic performance of students.

DOI: https://doi.org/10.56238/sevened2025.011-035