Historical-critical pedagogy incorporation in science education: A dialectic critical analysis of a systematic bibliographic review

Detalhes bibliográficos
Autor(a) principal: Massi, Luciana [UNESP]
Data de Publicação: 2019
Outros Autores: De Souza, Bruno Novais [UNESP], Sgarbosa, Evelin Carolina, Colturato, Andriel Rodrigo [UNESP]
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.22600/1518-8795.ienci2019v24n2p212
http://hdl.handle.net/11449/221355
Resumo: This paper aimed to analyze on a critical and dialectical approach the incorporation of the Historical-Critical Pedagogy (HCP) by the researches in Science Education (SE). Through a review performed with diversified procedures based on the Historical-Dialectical Materialism, we identified works that related the HCP and the SE, including researches of the Environmental Education area. We identified 80 publications: Five papers of scientific journals, 28 works presented in scientific conferences, 29 dissertations, ten thesis, four chapters of books, and four whole books. In a first approach for data treatment, we performed a descriptive characterization of the works we found, observing the quantitative distribution of the different kinds of research through the years, the authors afiliation and their research groups. Then, we recovered categories from Marxism and HCP for analyze the works according to the dialectic logic. We discussed four categories that allowed us to deepen the understanding of HCP and its incorporation by the researches in SE: HCP as a historical, dialectical and materialist theory; the overcoming of pseudoconcreticity in HCP; the dialectical educational practice and the didactic moments of HCP; the dialectic mediation of HCP. Despite the meritorious efforts made by the authors to bring this pedagogy to the EC in an original and innovative way, the analysis developed through these categories indicate some recurrent aspects: A theorical-methodological eclecticism that relates the HCP to theories not grounded in Historical-Dialectical Materialism; a utilitarian concern that reduces the HCP to its form, identified with five determined steps, emptying it out of its content; an understanding of the social practice as synonymous of the immediate and everyday practice, removing the overcoming of pseudoconcreticity perspective; the absence of meaning of dialectic mediation in the five steps and in the role of school knowledge; an emptying out of catharsis sense, interpreted as an evaluation step or the conclusion of a didactic sequence. In short, we perceived an incorporation of the HCP of utilitarian nature and discussed the probable motives and implications for the construction of this pedagogy in SE.
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spelling Historical-critical pedagogy incorporation in science education: A dialectic critical analysis of a systematic bibliographic reviewIncorporacaõ da pedagogia histórico-crítica na educacaõ em ciências: Uma análise crítica dialética de uma revisaõ bibliográfica sistemáticaCritical reviewHistorical-critical pedagogyHistorical-dialectical materialismThis paper aimed to analyze on a critical and dialectical approach the incorporation of the Historical-Critical Pedagogy (HCP) by the researches in Science Education (SE). Through a review performed with diversified procedures based on the Historical-Dialectical Materialism, we identified works that related the HCP and the SE, including researches of the Environmental Education area. We identified 80 publications: Five papers of scientific journals, 28 works presented in scientific conferences, 29 dissertations, ten thesis, four chapters of books, and four whole books. In a first approach for data treatment, we performed a descriptive characterization of the works we found, observing the quantitative distribution of the different kinds of research through the years, the authors afiliation and their research groups. Then, we recovered categories from Marxism and HCP for analyze the works according to the dialectic logic. We discussed four categories that allowed us to deepen the understanding of HCP and its incorporation by the researches in SE: HCP as a historical, dialectical and materialist theory; the overcoming of pseudoconcreticity in HCP; the dialectical educational practice and the didactic moments of HCP; the dialectic mediation of HCP. Despite the meritorious efforts made by the authors to bring this pedagogy to the EC in an original and innovative way, the analysis developed through these categories indicate some recurrent aspects: A theorical-methodological eclecticism that relates the HCP to theories not grounded in Historical-Dialectical Materialism; a utilitarian concern that reduces the HCP to its form, identified with five determined steps, emptying it out of its content; an understanding of the social practice as synonymous of the immediate and everyday practice, removing the overcoming of pseudoconcreticity perspective; the absence of meaning of dialectic mediation in the five steps and in the role of school knowledge; an emptying out of catharsis sense, interpreted as an evaluation step or the conclusion of a didactic sequence. In short, we perceived an incorporation of the HCP of utilitarian nature and discussed the probable motives and implications for the construction of this pedagogy in SE.Faculdade de Ciências E Letras de Araraquara Universidade Estadual Paulista, Rodovia Araraquara-Jaú, km 1Universidade de Saõ Paulo Rua do Mataõ Travessa R n. 187Faculdade de Ciências Universidade Estadual Paulista, Av. Eng. Luís Edmundo Carrijo Coube 2085Faculdade de Ciências E Letras de Araraquara Universidade Estadual Paulista, Rodovia Araraquara-Jaú, km 1Faculdade de Ciências Universidade Estadual Paulista, Av. Eng. Luís Edmundo Carrijo Coube 2085Universidade Estadual Paulista (UNESP)n. 187Massi, Luciana [UNESP]De Souza, Bruno Novais [UNESP]Sgarbosa, Evelin CarolinaColturato, Andriel Rodrigo [UNESP]2022-04-28T19:27:45Z2022-04-28T19:27:45Z2019-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article212-255http://dx.doi.org/10.22600/1518-8795.ienci2019v24n2p212Investigacoes em Ensino de Ciencias, v. 24, n. 2, p. 212-255, 2019.1518-87951518-9384http://hdl.handle.net/11449/22135510.22600/1518-8795.ienci2019v24n2p2122-s2.0-85072123516Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporInvestigacoes em Ensino de Cienciasinfo:eu-repo/semantics/openAccess2022-04-28T19:27:45Zoai:repositorio.unesp.br:11449/221355Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T18:29:02.803338Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Historical-critical pedagogy incorporation in science education: A dialectic critical analysis of a systematic bibliographic review
Incorporacaõ da pedagogia histórico-crítica na educacaõ em ciências: Uma análise crítica dialética de uma revisaõ bibliográfica sistemática
title Historical-critical pedagogy incorporation in science education: A dialectic critical analysis of a systematic bibliographic review
spellingShingle Historical-critical pedagogy incorporation in science education: A dialectic critical analysis of a systematic bibliographic review
Massi, Luciana [UNESP]
Critical review
Historical-critical pedagogy
Historical-dialectical materialism
title_short Historical-critical pedagogy incorporation in science education: A dialectic critical analysis of a systematic bibliographic review
title_full Historical-critical pedagogy incorporation in science education: A dialectic critical analysis of a systematic bibliographic review
title_fullStr Historical-critical pedagogy incorporation in science education: A dialectic critical analysis of a systematic bibliographic review
title_full_unstemmed Historical-critical pedagogy incorporation in science education: A dialectic critical analysis of a systematic bibliographic review
title_sort Historical-critical pedagogy incorporation in science education: A dialectic critical analysis of a systematic bibliographic review
author Massi, Luciana [UNESP]
author_facet Massi, Luciana [UNESP]
De Souza, Bruno Novais [UNESP]
Sgarbosa, Evelin Carolina
Colturato, Andriel Rodrigo [UNESP]
author_role author
author2 De Souza, Bruno Novais [UNESP]
Sgarbosa, Evelin Carolina
Colturato, Andriel Rodrigo [UNESP]
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (UNESP)
n. 187
dc.contributor.author.fl_str_mv Massi, Luciana [UNESP]
De Souza, Bruno Novais [UNESP]
Sgarbosa, Evelin Carolina
Colturato, Andriel Rodrigo [UNESP]
dc.subject.por.fl_str_mv Critical review
Historical-critical pedagogy
Historical-dialectical materialism
topic Critical review
Historical-critical pedagogy
Historical-dialectical materialism
description This paper aimed to analyze on a critical and dialectical approach the incorporation of the Historical-Critical Pedagogy (HCP) by the researches in Science Education (SE). Through a review performed with diversified procedures based on the Historical-Dialectical Materialism, we identified works that related the HCP and the SE, including researches of the Environmental Education area. We identified 80 publications: Five papers of scientific journals, 28 works presented in scientific conferences, 29 dissertations, ten thesis, four chapters of books, and four whole books. In a first approach for data treatment, we performed a descriptive characterization of the works we found, observing the quantitative distribution of the different kinds of research through the years, the authors afiliation and their research groups. Then, we recovered categories from Marxism and HCP for analyze the works according to the dialectic logic. We discussed four categories that allowed us to deepen the understanding of HCP and its incorporation by the researches in SE: HCP as a historical, dialectical and materialist theory; the overcoming of pseudoconcreticity in HCP; the dialectical educational practice and the didactic moments of HCP; the dialectic mediation of HCP. Despite the meritorious efforts made by the authors to bring this pedagogy to the EC in an original and innovative way, the analysis developed through these categories indicate some recurrent aspects: A theorical-methodological eclecticism that relates the HCP to theories not grounded in Historical-Dialectical Materialism; a utilitarian concern that reduces the HCP to its form, identified with five determined steps, emptying it out of its content; an understanding of the social practice as synonymous of the immediate and everyday practice, removing the overcoming of pseudoconcreticity perspective; the absence of meaning of dialectic mediation in the five steps and in the role of school knowledge; an emptying out of catharsis sense, interpreted as an evaluation step or the conclusion of a didactic sequence. In short, we perceived an incorporation of the HCP of utilitarian nature and discussed the probable motives and implications for the construction of this pedagogy in SE.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
2022-04-28T19:27:45Z
2022-04-28T19:27:45Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.22600/1518-8795.ienci2019v24n2p212
Investigacoes em Ensino de Ciencias, v. 24, n. 2, p. 212-255, 2019.
1518-8795
1518-9384
http://hdl.handle.net/11449/221355
10.22600/1518-8795.ienci2019v24n2p212
2-s2.0-85072123516
url http://dx.doi.org/10.22600/1518-8795.ienci2019v24n2p212
http://hdl.handle.net/11449/221355
identifier_str_mv Investigacoes em Ensino de Ciencias, v. 24, n. 2, p. 212-255, 2019.
1518-8795
1518-9384
10.22600/1518-8795.ienci2019v24n2p212
2-s2.0-85072123516
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Investigacoes em Ensino de Ciencias
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 212-255
dc.source.none.fl_str_mv Scopus
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
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