A PEDAGOGIA HISTÓRICO-CRÍTICA E SUAS POSSIBILIDADES PARA A PROMOÇÃO DO SABER ELABORADO
This article has as main objective to present fundamental elements to reflect on the role of education in contemporary society and the possibilities of Historical-Critical Pedagogy in the promotion of elaborated knowledge. The analyzes were contextualized based on a bibliographical research, based o...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade do Oeste Paulista (UNOESTE) |
| Repositorio: | Colloquium Humanarum (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/3013 |
| Acceso en línea: | https://journal.unoeste.br/index.php/ch/article/view/3013 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedagogia Histórico-Crítica; Materialismo Histórico-Dialético Saber elaborado; formação humana. |
| Sumario: | This article has as main objective to present fundamental elements to reflect on the role of education in contemporary society and the possibilities of Historical-Critical Pedagogy in the promotion of elaborated knowledge. The analyzes were contextualized based on a bibliographical research, based on the conception of man of Historical-Dialectical Materialism, as well as on the objectives of education advocated by Historical-Critical Pedagogy. To think of human formation through educational work, as an act of producing directly and intentionally in the students the humanity produced historically by all men, presupposes a foundation that elevates the subject to the appropriation of the culture elaborated historically, which can glimpse a new perception of the their social reality. |
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