Teaching experience in the era of the pedagogy of learning

Abstract

This study presents an analysis of the teaching experience in basic education, situated within the logic that structures the contemporary pedagogy of learning. Our reflections arise from the examination of official educational documents, as well as from dominant discourses circulating within the educational field. Although the initial point of inquiry concerns the meaning of being a philosophy teacher in basic education, the discussion expands to encompass the broader significance of teaching in an educational system whose official policies prioritize the formation of the neoliberal worker rather than the cultural development of young people. Such policies contribute to shaping a subjectivity predisposed to the social, political, and economic forms of exploitation characteristic of contemporary societies. By scrutinizing the semantic construction of the term learning in institutional documents and relating it to its production within neoliberal economic rationality, we argue that these dynamics contribute to the impoverishment of the meaning of the teaching experience in basic education. We maintain that these political and educational mechanisms establish an infrastructure that conditions and delineates the processes through which teaching experience acquires meaning in this context. Nonetheless, it is crucial to acknowledge the existence of practices of resistance that emerge in opposition to this imposed model—practices that effectively reconfigure and re-signify educational experience beyond the constraints of neoliberal logic.