Observing reality enables questioning and reconsidering new directions. Facing it, in contexts like ours, is not an easy task, especially for those of us who work in the field of education, since it implies constantly questioning the craft or, at least in my case, searching for meaning in educational practices. Reflecting on the formation of responsible, empathetic and aware citizens of their environment implies reflection on how we face the act of education in the 21st century. What paths do we let circulate so that reality enters the pedagogical worlds?

Is it useful to protect students inside the bubble? Many will believe that this is the best way to preserve happiness or to protect them from the hostilities of survival. I know parents who question literary readings that involve pessimistic situations, unfavorable scenarios or suffering, because there is an idea that they are too young to face such experiences. It would be better to offer pleasant scenarios and steady optimism; although, when it comes to other cultural consumption, violence is justified. Moreover, There is concern that overprotection hinders maturity and the formation of a critical sense, especially if we are constantly overexposed to unfavorable information that threatens our coexistence.

I say all this because it is increasingly difficult to think about the plan that we as teachers have to coordinate with the students. There is a reality out there that seems separate from the content required by certain curricula. It is true that we now educate to develop skills that form competent learners. However, we cannot ignore the fact that the current panorama demands to be dealt with within our teaching. The multiple faces of violence run through our life experiences. Are you talking about the reality of the country? Do teachers know what feelings their students are experiencing in the present? It’s uncomfortable to turn the page and normalize violent scenarios, perhaps because it’s common practice not to empathize with events that don’t directly affect us. In order to form altruistic and empathic profiles, we need to offer spaces for awareness raising and collective exchange.

Education should be a flexible tool that allows the learner to adapt to changing scenarios…

Unfortunately, our country does not promote reforms of educational content or encourage projects that involve significant changes in our coexistence. I think about how much can be done by consciously investing in cultural programs in neighborhoods and schools. The transformation we need as a society requires governments to bet more on their citizens and transform the lives of the most vulnerable.

Education should be a flexible tool that allows the student to adapt to the changing and challenging scenarios of everyday life. Student life should not be limited to the results of statistics that evaluate the best performance and competitive profiling. No teacher can do this task. Dedicated teachers with a social conscience are needed, because the world out there is still a place that requires our intervention. (OR)