Towards another historical-critical didactics: overcoming immediacy, formal logicisms and other reductionisms of the dialectical method
This article is based on the following problematic: the question of the pedagogical method of historical-critical pedagogy and its foundation based on the dialectical logic, notably the contradictory movement and totality that goes from the synthesis to the synthesis through the mediation of analysi...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Revista HISTEDBR on-line |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8653380 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/histedbr/article/view/8653380 |
| Access Level: | acceso abierto |
| Palabra clave: | Didática. Pedagogia histórico-crítica. Materialismo histórico-dialético. Didactics. Historical-critical pedagogy. Dialectical-historical materialism. Didáctica. Pedagogía histórico-crítica. Materialismo histórico-dialéctico. |
| Sumario: | This article is based on the following problematic: the question of the pedagogical method of historical-critical pedagogy and its foundation based on the dialectical logic, notably the contradictory movement and totality that goes from the synthesis to the synthesis through the mediation of analysis. In order to contribute to the collective struggle to advance towards the construction and consolidation of the didactic foundations of this pedagogical theory, it seeks to analyze some elements present in the didactic proposal developed by Gasparin (2002), especially with regard to the author's appropriation of the method dialectic and its consequent didactic transpositions. The analysis seeks to highlight the misunderstanding present in this work in terms of the dialectical method and the movement of overcoming the syncesis to the synthesis through the mediation of the analysis, reducing the foundation of the method to a light conception of practice-theory-practice, as well as, a didatization from the method to the teaching procedure, which has generated a set of simplifications, schematisms and inadequate formalization of historical-critical didactics. |
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