Historical-Critical Pedagogy and Developmental Theory: Approaches and counterpoints
This work results from an analysis of approximations and counterpoints of theoretical-methodological aspects between the Historical-Critical and Developmental theories, in the context of Education. The possibilities of interrelationship between the organization modes of Teaching were problematized,...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2023 |
| Country: | Brasil |
| Institution: | Universidade Estadual do Ceará (UECE) |
| Repository: | Cadernos do GPOSSHE On-line |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/10731 |
| Online Access: | https://revistas.uece.br/index.php/CadernosdoGPOSSHE/article/view/10731 |
| Access Level: | Open access |
| Keyword: | Davídov Pedagogia Histórico-Crítica Ensino Desenvolvimental Historical-Critical Pedagogy Developmental Teaching Pedagogía Histórico-Crítica Enseñanza Desenvolvimental |
| Summary: | This work results from an analysis of approximations and counterpoints of theoretical-methodological aspects between the Historical-Critical and Developmental theories, in the context of Education. The possibilities of interrelationship between the organization modes of Teaching were problematized, as well as these two theories that share the philosophical framework of historical-dialectical materialism. A bibliographic study was carried out in order to highlight the philosophical similarities of both theories, from Davídov (1982, 1987, 1988, 1999), Saviani (2008, 2021), Ilyénkov (2007), among others. Fruitful approximation between the theories was identified, in line with the Teaching organization from the study activity, proposed by the Theory of Developmental Teaching. |
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