This article seeks to contrast the model that we describe as the “intellectual teacher”, as developed by Hannah Arendt in The Crisis of Education (1958), with the teacher figures resulting from the educational programs of the 1960s-1970s, 1980s-1990s and 2000s in Quebec. More specifically, how does the arendtian intellectual teacher compare herself or himself with the philosophical principles of these programs, and of the models of teaching they have suggested or explicitly proposed? How does The Crisis of Education allow us to analyze, in a critical perspective, the models of the ‘guiding teacher’ in the 1963 Rapport Parent, the ‘technician teacher’ programs of 1980 and the ‘professional teacher’ of the Renouveau pédagogique of the 2000s? These are some of the questions at the core of this article, the main objective of which is to interpret arendtian educational thought for a philosophical and historical analysis of the status and role of the Quebec teacher in the last decades.