The culture of care as a culture of school

Abstract

In the current context of profound social and cultural change, schools are required to address complexity while redefining their mission. This article frames care as a pedagogical and political category: not simply affective support, but a relational structure that sustains educational coexistence. As a formative paradigm, care directs school practices toward responsibility, recognition of subjectivities, and the development of generative relationships. It also reshapes institutional frameworks, teaching languages, and everyday practices, restoring centrality to the educational process as co-constructed. The school is thus reinterpreted as a space of shared responsibility and educational justice, where the broader community acts as an active partner in a renewed ethical pact. In this framework, schools resist technocratic logics of efficiency and control, positioning themselves instead as generative institutions committed to formative well-being and social justice.