The integrated secondary education in the perspective of historical-critical pedagogy

• Autor(a) principal: Santos, Fábio Alexandre Araújo dos
• Data de Publicação: 2018
• Outros Autores: Santos, Joseane Duarte, Tavares, Andrezza Maria Batista do Nascimento, Moreira, Keila Cruz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2018.3455

This article proposes to reflect on the relations between historical-critical pedagogy in line with the perspective of integrated secondary education. Integrated Secondary Education assumes an integrated training perspective based on the founding categories of omnilaterality, polytechnics and the integrated dimensions of each other (work, science, technology and culture). For the professional and technological education in Brazil presents in its historical context the duality between education directed to the activities of the intellectuality and those around the manual activities directed to the making of the worker, socially discredited. It is the classic division between general, propaedeutic and vocational training. Thus, it aims to discuss the pedagogical contributions of historical-critical pedagogy in the context of integrated secondary education with a view to integrated training. For that, a bibliographic study was started associating the assumptions of the referred pedagogy to the object of study of the research that is the Integrated High School to Professional and Technological Education, using as theoretical base Mizukami (1986) Libâneo (1991), Gasparin (2002) Santos (2005), Ramos (2008) Saviani (2011) Araújo and Frigotto (2015), among others. The study revealed that, although there is not only a possible tendency to achieve the objectives of the integrated secondary education, the historical-critical progressive tendency, whose philosophical basis is historical dialectical materialism and Vygostski’s historical cultural theory is one of the main theories regarding the pedagogical practices in the context of integrated secondary education to recommend the commitment to social transformation and integrated training of students.