A orientação educacional no pensamento educacional brasileiro: transformações, desafios e perspectivas

Abstract

This article aims to provide a historical analysis of the century-long trajectory of Educational Guidance in Brazil, linking it to the evolving concepts that have shaped the development of education in the country and to the political and ideological debates that permeate the school as a social institution. The methodology adopted consists of qualitative bibliographic research, involving a historical review and critical analysis of theoretical works in the field of education, situating the role of the school and Educational Guidance within different political-ideological contexts. The study assumes that the school is not neutral: it can both reproduce inequalities and promote change, as noted by authors such as Bourdieu, Freire, and Saviani. The results show that Educational Guidance, the focus of the master’s research by the lead author of this article, emerges as one of the school functions most profoundly transformed over time, shifting from a normative and regulatory perspective to a more critical, collective approach aligned with contemporary social demands. It is observed that, in the current scenario, marked by inequalities, ideological disputes, and worsening mental health issues, there is a growing need for practices that value dialogue, sensitive listening, and intersectoral action. It can be concluded that redefining the role of the school counselor-particularly as a mediator and facilitator within the school environment- is a powerful means of creating educational spaces that are more diverse, inclusive, and health-promoting, thereby playing an active role in building a democratic and pluralistic education system committed to overcoming inequalities. Keywords: Educational Guidance. Brazilian Educational Thought. Democratic School.