From personal work to being a teacher

Abstract

When basic childhood needs are not met in the family, damage, sometimes irreversible, can be done. The school, as the primary socialising agent, the adults who are there, the teachers, of course, become essential references for children. In this way, teachers, from this function of accompaniment, play a key role in terms of attention and monitoring of these adverse child experiences. The bibliographical analysis carried out in this study has shown that the school does not guarantee this function of accompaniment and has identified several factors that hinder this fundamental function for the socio-emotional development of children. This theoretical study is complemented by a qualitative study and a case analysis. The information was collected through autobiographical narratives and group discussion. The conclusions highlight the need for resilient teachers and the importance of their role.