(Trans) formative education in an era of challenges in the school environment

Abstract

In a post-pandemic era In which education has become hostage to regression, educators must not only revamp their classes to a lower level of quality but also accept automatic approval orders without adequate learning. Educators, as students, became Involved In the profession for the possibility of (trans)forming lives, previously without much success. In an age of new technologies that (re)produce ready-made work, demotivation borders on exhaustion and disbelief In this social revolution that education enables, leading many educators to have a burnout without the Incentive to improve their classroom performance. Therefore, this work aims to critique some social concepts of education through a practical analysis of the daily classroom experiences faced by teachers of different curricular components. Methodologically, we will approach this research based on a bibliographic review, contextualized with real accounts from the author and other colleagues who, for ethical reasons, will not be identified. We believe that, even when venting or seeking support from each other, we need to protect ourselves as professionals. Education cannot be a syndrome; it needs to once again be the key to the world. This key is not only of social and cultural value, however, it has contributed to a regression that goes beyond the classroom, with young people and adults – even graduates – repeating speeches contrary to what education represents – or at least should – In view of our national social context, which leaves doubtful spaces about the future of our society.

Submission: Mar 15, 2026 ⊶ Accepted: May 20, 2026