PSYCHOLOGICAL FOUNDATIONS OF THE HISTORICAL CRITICAL PEDAGOGY AND THE FOUNDATIONS OF EDUCATIONAL OF PSYCHOLOGY HISTORICAL-CULTURAL
This article presents the theoretical and methodological unity between the historical-critical pedagogy and cultural-historical psychology. It highlights, in addition to the membership of both theories to historical-dialectical materialism, the basic premises that point toward the affirmation of sch...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | Brasil |
| Institución: | Universidade Federal da Bahia (UFBA) |
| Repositorio: | Germinal: Marxismo e Educação em Debate |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.ufba.br:article/9705 |
| Acceso en línea: | https://periodicos.ufba.br/index.php/revistagerminal/article/view/9705 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedagogia histórico-crítica psicologia histórico-cultural conteúdos de ensino educação escolar. Historical-critical pedagogy Historical-cultural psychology Contents of education School education. Pedagogía histórico-crítico Psicología histórico cultural Contenidos de la enseñanza Educación escolar. |
| Sumario: | This article presents the theoretical and methodological unity between the historical-critical pedagogy and cultural-historical psychology. It highlights, in addition to the membership of both theories to historical-dialectical materialism, the basic premises that point toward the affirmation of school education as a condition of humanization of individuals, as well as the transmission of historically systematized knowledge as one of the requirements for the achieving this purpose. In this direction, we aim to demonstrate that the historical-critical pedagogy contains, in its innerness, a solid psychological foundation, consistently built by a cultural-historical conception of man, society and educative nature that guides the relationship between them through the human vital activity, that is, through the work. It is in the core of those fundamentals that the alliance between this pedagogical theory and cultural-historical psychology is evident. |
|---|