A Pedagogia Histórico-Crítica e sua Teoria Político-Pedagógica

• Ano de defesa: 2020
• Autor(a) principal: Bialeski, Marlise Marlene Andrighetti
• Orientador(a): Orso, Paulino José
• Banca de defesa: Orso, Paulino José , Tureck, Lucia Terezinha Zanato , Silva, João Carlos da , Nascimento, Maria Isabel Moura
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Educação; História da Educação; Pedagogia HistóricoCrítica; Teoria pedagógica
• Palavras-chave em Inglês: Education; History of Education; Historical-Critical Pedagogy; Pedagogical Theory
• Área do conhecimento CNPq: Sociedade, Estado e Educação
• Link de acesso: http://tede.unioeste.br/handle/tede/5235

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.