School coexistence has gained prominence in research in Education and Psychology, especially given the challenges institutions face regarding interpersonal relationships, inclusion, and the comprehensive development of individuals. This study presents a theoretical reflection on the concept of pedagogical coexistence, grounded in Vygotsky's historical-cultural psychology and the conception of pedagogical activity, with an emphasis on the category of experience (perezhivanie) linked to the modes of action and symbolic mediations present in teaching practice.

Based on bibliometric studies and conceptual reviews, we note the scarcity of research that delves deeper into convivencia within pedagogical processes. The concept is developed here as a constitutive dimension of pedagogical activity, understood as a dialectical unity between teaching (teacher activity) and study (student activity). By mobilizing experience as a functional unit of the psyche, it is understood that the subject symbolically internalizes school experiences, articulating affectivity, cognition, and volition in their development process.

Pedagogical activity, mediated by symbolic instruments, is organized within the collective study and demands intentional actions from the teacher that mobilize the students' theoretical thinking. This organization is based on three fundamental elements: the triggering problem, the modes of action, and the means of controlling learning. The first instigates inquiry; the second promotes cooperation and shared responsibilities; and the third favors self-regulation and conscious monitoring of the learning process.

Pedagogical coexistence, therefore, materializes in the relationship between subjects and knowledge, not limited to harmony in interpersonal relationships, but constitutes a shared experience in the educational process. This approach values the role of affect in learning and recognizes cultural mediations as constitutive of consciousness and subjectivity.

In contrast to technocratic and decontextualized practices, the study advocates for a pedagogical organization that recognizes the singularities of individuals and values the collective dimension of learning. Guidelines are suggested for a teaching practice committed to pedagogical coexistence: getting to know students, posing meaningful problems, diversifying language, and promoting dialogue and active listening.

Understanding pedagogical coexistence through experience and cultural mediation repositions the school as a space for humanization and omnilateral development. By integrating theory and practice, the study contributes to the consolidation of pedagogical coexistence as a relevant theoretical category in the organization of educational processes, reaffirming its centrality in emancipatory school policies and practices.

This study was supported by FAPESP, grant no. 2022/06977-5.

Keywords: Pedagogical coexistence, experience, pedagogical activity, historical-cultural theory, symbolic mediation.