HISTORICAL-CRITICAL THEORY: THE PATH TO AN EMANCIPATORY PROFESSIONAL AND TECHNOLOGICAL EDUCATION
In the field of education there are several pedagogical theories, which can have a reproductive or transformative character. For example, historical-critical theory, the basis of this study, has an emancipatory nature, so it proposes to break with the reproductive and hegemonic model of traditional...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
| Repositorio: | Revista Prática Docente |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.periodicos.cfs.ifmt.edu.br:article/591 |
| Acceso en línea: | https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/591 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Profissional e Tecnológica Teoria Histórico crítica Processo Formativo Professional and Technological Education Historical Critical Theory Formative Process |
| Sumario: | In the field of education there are several pedagogical theories, which can have a reproductive or transformative character. For example, historical-critical theory, the basis of this study, has an emancipatory nature, so it proposes to break with the reproductive and hegemonic model of traditional theories. This theory, according to Demerval Saviani (2013b), has as its central aspect a transformative bias and emerges as a possible path for the improvement of educational practices in the educational system, especially the Professional and Technological Education - EPT, focusing on the omnilateral formation of individuals, that is, their professional training and development of a critical sense of citizenship. Thus, this research aims to understand how a pedagogical theory of democratic character can contribute to the formative process in EFA, from the point of view of integral formation. To verify this, we used as a research method the bibliographic revision, observing the educational practice in three pillars: the full development of the person, omnilateral conception; their preparation for the exercise of citizenship, emancipatory vision; and their qualification for work, which sees professional activity as an educational principle. |
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