Building educational alliances by learning from fragility

The drive for efficiency has colonised schools, fuelling demands for performance that make it impossible to tolerate failures. Teachers often find themselves alone and exposed to the fragility of their professional role and to sense of inadequacy. The relationship with families is often the element that exacerbates these experiences. This situation gradually generates a representation of families as a potential source of judgement. How can we go beyond the coping mechanisms expressed in the denial of our own fragility or in the projection of blame to others (families)? Is it possible to experience training as an opportunity to reconcile oneself with one's own frailties, but also to restore a social-relational dimension?