Childhood Education and Historical-Critical Pedagogy: notes on School Education

• Autor(a) principal: Monteiro, Fernanda Yully dos Santos
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Kinesis (Santa Maria. Online)
• Texto Completo: http://periodicos.ufsm.br/kinesis/article/view/40597
• topic: Childhood Education; Historical-Critical Pedagogy; Schooling; Educación Infantil; Pedagogía Histórico-Crítica; Educación escolar; Educação Infantil; Pedagogia Histórico Crítica; Educação Escolar

The text presents as object of reflection the early childhood education and the pedagogical theories of “learning to learn” linked to the constructivism and postmodernism, which are part of an intentional process of unschooling children from zero to five years old. As a method of elaboration of knowledge, dialectical historical materialism and historical-critical pedagogy are used as the theoretical / methodological framework that allows understanding the essence of the object. As a result of the research, it is pointed out that the historical-critical pedagogy is a counter-hegemonic theory of knowledge that can guide the teaching of early childhood education, a theory that seeks to rise and overcome common sense through the appropriation of knowledge elaborated in school.