Teaching Work as a Practice of Care: Account of a Situated Pedagogical Experience from Sexuality Education

Abstract

The article offers a reflection on teaching as a caring practice, based on the analysis of a real experience in which a teacher, anticipating a risk situation related to alcohol consumption among students, initiates dialogue with colleagues, institutional teams, and families. From a situated perspective, it explores the pedagogical value of classroom events, understanding them as learning opportunities rather than isolated problems. Sexuality Education (ESI) is presented as a framework that links care, listening, and intervention –not through sanction, but through prevention and support. The classroom is portrayed as a resonant space where the social world echoes, and teaching as a practice rooted in interpretation, attention, and connection. Within this dynamic, care emerges as a core dimension of the educational act, reaffirming the school as a community that teaches and protects.