Abstract Society demands autonomy, dynamism, and protagonist skills in the face of the most diverse challenges arising from globalization that permeates all social sectors. For young people, the school presents itself as a space in which these skills can be better developed since their students are in full cognitive, attitudinal, and socio-emotional training. This research is justified by the need to clarify how the school, especially the teacher, can contribute to the autonomous and dynamic formation of students who study in public schools and reveal themselves to be vulnerable to social challenges. The study aims to analyze the social interaction between teachers and students, focusing on applying pedagogical techniques capable of developing resilience, in a secondary school in a vulnerable community, based on the triangulation of theoretical frameworks of interaction, exclusion, and autonomy. The methodology is based on a qualitative approach of an exploratory nature with the case study method. Data are collected through document analysis, observation, and interviews with eight teachers and twenty students from a public school in the capital of Brazil. As the most relevant research results, it is observed that the teacher-student interaction within the teaching-learning process makes the educational process meaningful for students and pedagogical strategy enables the comprehensive training of students in the face of the challenges that emerge from reality current.

Resumen La sociedad demanda habilidades de autonomía, dinamismo y protagonismo frente a los más diversos desafíos derivados de la globalización que permea todos los sectores sociales. Para los jóvenes, la escuela se presenta como un espacio en el que se pueden desarrollar mejor estas habilidades, ya que su alumnado está en plena formación cognitiva, actitudinal y socioemocional. Esta investigación se justifica por la necesidad de aclarar cómo la escuela, especialmente el profesor, puede contribuir a la formación autónoma y dinámica de alumnos y alumnas que estudian en escuelas públicas y se revelan vulnerables a los desafíos sociales. El estudio tiene como objetivo analizar la interacción social entre profesores y alumnado, centrándose en la aplicación de técnicas pedagógicas capaces de desarrollar la resiliencia, en una escuela secundaria de una comunidad vulnerable, a partir de la triangulación de los marcos teóricos de la interacción, la exclusión y la autonomía. La metodología se basa en un enfoque cualitativo de carácter exploratorio con el método de estudio de caso. Los datos se recogen mediante el análisis de documentos, la observación y las entrevistas con ocho profesores/profesoras y veinte alumnos/alumnas de una escuela pública de la capital de Brasil. Como resultados más relevantes de la investigación, se observa que la interacción profesor-alumno dentro del proceso de enseñanza-aprendizaje hace que el proceso educativo sea significativo para el alumnado y la estrategia pedagógica posibilita la formación integral de alumnos/alumna ante los retos que surgen de la realidad actual.

Este estudo tem como finalidade demonstrar que há, no Brasil, nas décadas de 1990 e 2000, a simultaneidade de dois processos (o civilizacional e o descivilizacional), que ora seguem paralelamente, ora se entrecruzam. Não é novidade essa coexistência, já que, ao longo do século XX, são visíveis processos possuidores dessas duas dimensões. Todavia, eles têm especificidades em cada conjuntura histórica; portanto, os elementos definidores da simultaneidade civilizacional e descivilizacional, na década de 1990 e no limiar do século XXI, possuem características que só podem ser compreendidas à luz dos avanços e recuos democráticos experimentados pelo país desde a segunda metade da década de 1980. Considera-se que o combate ao trabalho escravo no Brasil pode ser tomado como parte de um processo civilizacional porque contém esforços que visam tornar efetivas as leis impeditivas de toda forma de trabalho degradante. É descivilizacional toda ação que desvirtua o combate a esta última.

This study aims to demonstrate that there are two simultanenous processes in Brazil, in 1990s and 2000s, (the civilizational one and and the decivilizational one), which are sometimes parallel, sometimes intersecting. This coexistence is not new, since processes with both dimensions can be seen all along the twentieth century. However, they have specificities in each historical juncture; thus, the defining elements of the civilizational and de-civilizational simultaneity in the 1990's and in the threshold of the 21st century have characteristics that can only be understood based on the democratic advances and setbacks experienced by the country since the second half of the 1980's. The struggle against slave labor in Brazil can be considered as part of a civilizational process because it contains efforts that seek to enforce laws hindering all forms of degrading work. Every action that derails the struggle against the latter is considered de-civilizational.