TEACHING FROM THE PERSPECTIVE OF HUMANITIES: POSSIBILITIES OF REFLECTIONS ON MENTAL HEALTH FOR A LIBERATING PEDAGOGY

Abstract

This essay addresses the theme of teaching from the perspective of the humanities, intertwined with the highly emergent yet still incipiently discussed topic of mental health in the school environment. The objective is to weave critical reflections on the historical aspects of the construction of teaching through the humanities perspective and its curricular proposals, intersected by mental health processes from the standpoint of psychological sciences, toward an engaged and liberating pedagogy. The theoretical framework for this essay draws on André Chervel and Marie-Madeleine Compère, who provide historical insights into how humanities education was conceived; Sonia Kramer, to examine curricular issues; and bell hooks, who contributes to the teaching-learning process through a liberating pedagogy. Finally, the concept of mental health is presented from a critical and expanded perspective to explore possibilities for discussing this theme within the school setting. Understanding the theoretical and methodological aspects of how teaching and curriculum were designed helps us comprehend and promote reflections on how a liberating perspective enables the rethinking of educational practices, which begin at the individual level and expand to the collective. Furthermore, the reader is invited to engage in these critical reflections to support concrete actions tailored to the specific educational contexts in which they are embedded.