Teaching and Learning and Resilience.

Abstract

The teaching-learning process is something that catches our attention because it needs the construction of strategies to confront the existing problems within the school environment and thus contribute to the expansion of the possibilities for improving teaching learning. The resilience experienced in the school context presents some forms as objective and tools for the realization of teaching and learning. In this context, this article aims to analyze how several theorists conceptualize the term resilience and what its contribution to the teaching-learning process. As a methodological path, a bibliographic review was carried out and, therefore, studies that deepen the theme in question are relevant since the pedagogy of resilience is posed as a possibility of enhancing the equal access of knowledge to all students.