Integrative review

factors that contribute to the de-intellectualization of teaching activities

Abstract

The present study aims to reflect on the role that teachers have played in institutions schools,
public space, which aims to build theorical/scientific knowledge, which must develop students’ physical,
cognitve and affective potencial. However, it has been playing a conservative and passive role in the face
of existing public policies, disfiguring the role of teaching learning we are living in times of de-intellectualization, wher we are being mere passers of knowledge, with ready plans we are no longer heard and
we no longer claim to be the intellectuals, because the system has much greate interests than actually
quality education. They try to dumb us down with so much bureaucracy, with our devaluation, with our
lack of autonomy, with scrapped institutions, without quality improvement, so that we cannot be the
thinking beings that we were recognized for some time ago. This interactive review is carried out with
research on articles from 2019 to 2024 available on digital media. With the readings carried out, it is
observed that they try to “tame us”, where the system, it is concerned exclusively with the algorithms
that each student represents for the same. We can say that we are fighting for this quality public education because we know that this will create a more just and egalitarian society, but we need to fight so
that we can be thinking teachers, that has the school institution as an intellectual and political space.