A Pedagogia Histórico-Crítica e sua Teoria Político-Pedagógica

• Autor(a) principal: Bialeski, Marlise Marlene Andrighetti
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/5235
• topic: Educação; História da Educação; Pedagogia HistóricoCrítica; Teoria pedagógica; Education; History of Education; Historical-Critical Pedagogy; Pedagogical Theory; Sociedade, Estado e Educação

Uncounted and different theories and pedagogical trends circulated and circulate in the Brazilian educational environment from the beginning of the colonization of our country to the present moment. Most of them are hegemonic, because they succeeded to become dominant, have been made official, disseminated and defended by the State, while Historical-Critical Pedagogy, developed in the early 1980s, is configured as a counter-hegemonic theory, because intentionally and systematically seeks to place education at the service of those who struggle for social transformation. The Historical-Critical Pedagogy, at the moment, is completing forty-one years of history. If we look at this history, we can affirm that there's really a significant production in this theoretical line, however, we can't affirm that in this trajectory we have a ready and finished theory. This research investigates, in the theoretical productions of Historical-Critical Pedagogy, over his forty-one years, since the elaboration of its theoretical foundations, the pedagogical theory inherent in this. Through the analysis of the constituent elements of historical-critical theory it's confirmed to be a dialectical pedagogy, based on the historical-dialectical materialist method. It's also proposed to contribute to the collective production of Historical-Critical Pedagogy in order to assist the teaching pedagogical work that uses this theoretical framework in their practice, when establishing their didactic foundations, indicating to be the theory-practice-theory movement, in an articulated way, the reference for its effectiveness.