HISTORICAL-CRITICAL PEDAGOGY AND HISTORICAL-CULTURALPSYCHOLOGY: INFERENCES IN TEACHERSTRAININGAND WORK

• Autor(a) principal: Haddad, Cristhyane Ramos
• Data de Publicação: 2013
• Outros Autores: Pereira, Maria de Fátima Rodrigues
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Germinal: Marxismo e Educação em Debate
• Texto Completo: https://periodicos.ufba.br/index.php/revistagerminal/article/view/9703
• topic: pedagogia histórico crítica; psicologia histórico cultural; processo ensino-aprendizagem; formação do professor; Historical-critical pedagogy; Historical-cultural psychology; Teaching-learning process; Teacher training.; Pedagogía histórico-crítica; Psicología histórico-cultural; Proceso de enseñanza-aprendizaje; Formación del profesor.

This article presents the historical-critical pedagogy and historical-cultural psychology, also rehearses to make inferences for teacher training in Brazil. Therefore, was sought to theoretical base in authors such as Dermeval Saviani, Newton Duarte, Vygotsky, Leontiev, Ligia Marcia Martins, Marilda Facci, Marta Sforni. The historical-critical pedagogy postulates that the educational actis characterized by intentionality, aiming as objective the appropriation of knowledge systematized by the student. In the same sense, the historical- cultural psychology understands that the learning of knowledge scholarship is critical for the development of higher psychological functions. The good teaching in this perspective is the one that promotes the development of the individual that is always asocial and historical development. These approaches are confronting and overcoming the pedagogies of learning to learn that find their foundation in constructivism and who claim that more important than teaching or learning is to take the student to find ways to learn how to learn. The teacher’s job, according to these pedagogies, is of a learning facilitator, which has led to an undermining of their function and causing serious consequences for the teaching learning process of students in the classroom. Finally, this article points according to the marxist perspective the omnilateral defense of teachers training as an indispensable element for the progress toward the consolidation of a quality public education.