Educar em meio ao silêncio: a atuação do professor diante do sofrimento emocional de crianças frente à drogadição no contexto familiar à luz da pedagogia das emergências

Abstract

The emotional suffering of school-age children has intensified in social contexts marked by drug use, violence, and neglect, especially within family environments involving guardians and caregivers. These factors directly interfere with learning and the relationships built at school, requiring teachers to act with sensitivity toward emotional dimensions. This study aims to analyze the practices and principles of Emergency Pedagogy that contribute to teaching practices in welcoming the emotional suffering of children indirectly affected by drug addiction in the family context. It is a narrative literature review with a qualitative approach, conducted between 2022 and 2026, using the Lilacs, Periódicos Capes, and Scielo databases. Thirteen studies addressing listening, welcoming, and pedagogical action in contexts of suffering were analyzed. The results indicate that practices based on sensitive listening and affective bonds strengthen the teacher's role as a mediator of both pain and learning. It is concluded that Emergency Pedagogy contributes to the construction of more humane and welcoming pedagogical practices in the school environment.