HISTORICAL-CRITICAL PEDAGOGY, FORTY-YEAR: NEW APPROACHES: novas aproximações

• Autor(a) principal: Dalla Vecchia Mazaro, Leonete
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Momento (Rio Grande. Online)
• Texto Completo: https://periodicos.furg.br/momento/article/view/13167
• topic: Educação; Escola pública; Pedagogia histórico-crítica; Teoria pedagógica

This review presents the book “Historical-critical pedagogy, fortieth year: new approaches”, by Dermeval Saviani, edited by Autores Associados, in the year 2019. This book, contains twenty chapters, which address and deal with the different aspects and problems of the Brazilian educational system, presents possibilities for changes and transformation of school education in the context of the class struggle and, discloses a pedagogical theory in the historical-critical perspective, as a possibility, through coherent foundations and subsidies, of conducting an educational action intentional and deliberate, which promotes humanity in every individual. It permeates and critically discusses elements that constitute Brazilian education from the first republic to the present. The author, in this work, deals with the importance and relevance of the production of science and knowledge, as well as analyzes the challenges of education, in the current context, in promoting social transformations. In the perspective of historical-critical pedagogy, it presents elements and discussions on the concept of the world, man and society, defends the public school, discusses and analyzes the different aspects of the role of the school supervisor, the teacher and the school today and concludes by pointing out strategies on how to move forward even in the face of the theoretical and political challenges of the present. Keywords: Education; Public school; Historical-critical pedagogy; Pedagogical theory.