The Political-Pedagogical Action and Intellectuality in Teaching Life: A Historical Perspective from the 1920s

Abstract

The work aims to identify, from a historical perspective, some of the key moments, concepts, and figures that shaped the History of Brazilian Education from the 1920s onward. In doing so, the ideas of political action and intellectuality emerge as possible interpretations of the construction of teachers' identity and practice over time. The understanding of these terms varies according to the transformation of the social, political, cultural, and economic contex to feach era. Certainly! At the end of the text, we relate this perspective to the current Brazilian educational scenario, shedding light on the intellectualism and pedagogical action of teachers. Addressing this issue will provide a better understanding of theteacher's perspective, as poorly formulated educational reforms may impose potential restrictions on teaching activities and their contributions based on critical thinking. It is worth noting that, within the prevailing reformist perspective, teachers have often been interpreted merely as technicians who implement norms formulated by authorities distant from everyday school life, thus excluding them from critical analysis of educational reforms