Historical-critical pedagogy and integral education: reflections on emancipatory human training

• Autor(a) principal: Lima, Glaucilene Sebastiana Nogueira
• Data de Publicação: 2022
• Outros Autores: Imbiriba Sousa Colares, Maria Lília
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/60501
• topic: critical historical pedagogy; integral education; human emancipation.; pedagogía histórica crítica; educación integral; emancipacion humana; pedagogia histórico crítica; educação integral; emancipação humana.

In the society we live in, structured under the capitalist mode of production, education expresses the contradictory movements that emerge from the process of struggles between classes, in addition to the disputes of antagonistic projects. All of this challenges us to demystify what we call reality with the help of a theoretical and methodological framework. In this sense, we analyze the historical-critical pedagogy and integral education from the perspective of human emancipation, through a bibliographical study based on the critical vision of capitalist society, based on dialectical historical materialism. We infer that Integral Education goes far beyond a curriculum redesign, but requires a cultural change in order to unify the teaching method and methodology in order to expand the student's ability to understand its mediations, determinations and historical possibilities and thus promote an omnilateral education , capable of offering the necessary conditions for the promotion of social emancipation, aims at the potential development of multiple human capacities and the political understanding of the historical condition of the working classes, under capitalism. In this sense, education is inserted, therefore, in society, being determined by it, but it participates in this contradictory movement. With capitalist society, knowledge became a productive force, a means of production; and, as in this society the means of production are private property, we reaffirm the difficulty that the capitalist society has to extend knowledge to everyone in the perspective of comprehensive education considering the need for investment in structural issues of the school , considering the need for investments in structural issues of school that, contradictorily, has been left aside by the implemented educational reforms. From the perspective of historical-critical pedagogy, a pedagogy historically based on the understanding of the specificity of the school and the relevance of the work of such an institution will be possible through cultural, human and emancipatory development. In this sense, the school can contribute to overcoming the current order, which maintains social inequalities, thus seeking a socialist society towards a classless society.