Resumen

GONZALEZ-SANCHEZ, Jaime; CASTRO-PONCE, Nelly; PENAHERRERA-RAMON, Tamara  y  SOLIS-ZAMBRANO, Ramón. Resilient pedagogy: A phenomenological-hermeneutic study on teacher praxis facing the challenges of contemporary education. Espacios [online]. 2026, vol.47, n.2, pp.136-147.  Epub 15-Abr-2026. ISSN 0798-1015.  https://doi.org/10.48082/espacios-a26v47n02i13.

This study described teaching practices that strengthen pedagogical resilience in high school students. It was conducted through a qualitative-interpretive approach with a phenomenological-hermeneutic orientation, systematizing eleven pedagogical experiences within a public institution in Ecuador. The findings evidence that curricular flexibility, socio-emotional support, conflict mediation, and the use of reflective resources foster school continuity and student well-being, transcending a vision focused exclusively on quantitative grading.

Palabras clave : resilient pedagogy; student well-being; teaching practices.

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