PEDAGOGY IN CRISIS: WHEN TEACHING NO LONGER ENSURES LEARNING

Abstract

Introduction: Contemporary pedagogy faces a crisis characterized by the expansion of school access without proportional gains in effective learning, leading to the bureaucratization of teaching and the loss of pedagogical intentionality (Libâneo, 2013; Saviani, 2011). Objective: To analyze the pedagogical crisis, its impacts on teaching and learning processes, and to indicate paths for re-signifying educational practice. Methodology: A critical bibliographic analysis was conducted based on authors such as Libâneo, Saviani, Perrenoud, Tardif, among others, addressing educational policies, teacher education, curriculum, assessment, and inclusion. Development: The study discusses the expansion of access without quality assurance, the weakening of teaching work by managerial policies, the dilution of curricula and assessment practices, and the challenges of inclusion in contexts of social inequality. It also examines the tension between the social and pedagogical functions of the school. Results and Discussion: The findings reveal a process of hollowing out of teaching and the naturalization of school failure, intensified by socio-educational inequalities. The literature highlights the need to restore the centrality of teaching, pedagogical intentionality, and structured curricula. Conclusion: It is urgent to strengthen systematic teaching, teacher education, and curriculum in order to balance the social and pedagogical functions of the school, as well as to promote future empirical research on these issues.

DOI: https://doi.org/10.56238/sevened2026.004-009