PEDAGOGIA HISTÓRICO-CRÍTICA: NOTAS SOBRE OS FUNDAMENTOS FILOSÓFICOS, PEDAGÓGICOS E PSICOLÓGICOS

Abstract

This work aims to present the essential foundations of historical-critical pedagogy, in dialogue with the classics of this pedagogical theory and with the reference works captured by Andrade (2022). To do so, we organized a synthesis over 3 chapters, presenting the emergence of historical-critical pedagogy and historical-dialectical notes on the philosophical, pedagogical and psychological foundations. In the first chapter, there is a historical context of the emergence of historical-critical pedagogy, elaborated synchronically with the polemics of its time (mid-1980s). Then, in the second chapter, we present the core philosophical foundations of historical-critical pedagogy: I) Work and Human Education; II) Human Gender and Educational Work; III) Alienation and Class Struggle; and IV) Emancipation and Freedom. For this, we expose our syntheses from reflections on the dialectical movement between work, education, class struggle and the search for emancipation. In the third chapter, we provide the pedagogical and psychological foundations from a synthesis of multiple determinations that constitute the categories and the movement in the unity between historical-cultural psychology and historical-critical pedagogy: I) School Education; II) School Knowledge; and III) Critical historical didactics. With the purpose of exposing our object, we also present a theoretical synthesis about the articulation between school education, scientific, artistic, philosophical knowledge and the pedagogical method.