This article explores the national and international literature on resilience and education through a critical review study. The analysis was based on the dialectical hermeneutics. We identified two themes: the relational dimension of resilience and the educational structure, the structure of educational policy and resilience in the teaching practice. The first one is divided into two fields: one related to developmental psychology, emphasizing the individual′s place in building resilient attitudes and behaviors, and another that binds to the systemic perspective of the institutions including school and family. We conclude that, "resilient processes" are produced in education as opposed to resilience as a concept devoid of context, reality and reflection. We suggest that an analysis of the symbolic field, capital generated in this universe, dialogue between traditions, can be useful for future analysis of the theme of resilience and education.
Resilience; Teacher; Teaching practice
