Didática histórico-crítica: relatos de uma experiência em sala de aula e possibilidades de sua implementação

• Autor(a) principal: Silva, Luís Carlos da
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/13623
• topic: Pedagogia histórico-crítica; Didática histórico-crítica; Filosofia; Professor; Implementação; Estudante; Historical-critical pedagogy; Historical-critical didactics; Philosophy; Implementation; Teacher; Student; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO

The general objective is to analyze which manifestations or perceptions predominate when the didactics of historical-critical pedagogy are used in the teaching and learning process in high school students. For this purpose, this didactic was used during philosophy classes in a high school classroom at a public school in the city of Sorocaba and its results were compared to those obtained with another class in which the didactics / class structure were applied. in the “student notebook” of the State Education Network of São Paulo, based on reflections from the analysis of historical-critical pedagogy and the experiences of implementing this theory in the State of Paraná, especially in the city of Francisco Beltrão, and in criticism of technical-reproductive model of the State of São Paulo and the implementation of historical-critical pedagogy in the municipality of Limeira-SP, the research found elements to structure a proposal for the application of the historical-critical didactics presented here. After a study and analysis of the theory, some experiences of implementing historical-critical pedagogy and its didactics were analyzed, first in the State of Paraná and later in Limeira-SP. Still in the practical analysis of historical-critical didactics, the teacher-researcher presented an action research that he developed with his high school students to observe how historical-critical didactics happen in school daily life in comparison with the use of the “student notebook” used by the State Education Network of São Paulo. In view of the theoretical framework of historical-critical didactics, the experiences studied and the practice developed in action research, it was thus possible to discuss the proximity, distances and challenges of implementing historical-critical didactics. What is observed is that it is more distant from its implementation in Teaching Networks and closer to its implementation in classrooms across the country. For this to accelerate in this political, economic and social moment that Brazil is going through, it is necessary to invest in continuing education and invest in the autonomy of the teacher and in his relationship with other educators and with the students so that new experiences emerge in the daily life of the classroom. class with historical-critical didactics, making education a space that contributes to social transformation, built through basic work.