Resumo

LAVOURA, Tiago Nicola  e  MARSIGLIA, Ana Carolina Galvão. Historical-critical pedagogy and the defense of elaborate knowledge transmission: notes on pedagogical method. Perspectiva [online]. 2015, vol.33, n.1, pp.345-376. ISSN 2175-795X.  https://doi.org/10.5007/2175-795X.2015v33n1p345.

This article aims to carry out a discussion about pedagogical method of historicalcritical pedagogy, clearly highlighting its fundaments on Political Economy Method, created by Karl Marx in his famous 1857. Thus, the study seeks to make clear the dialectical logic of this pedagogical proposal that speaks up for the teaching activity in school education as that responsible by the ideal reproduction of the real school subjects movement, enabling the reach of categorical wealth of teaching objects as synthesis of multiple determinations and numerous relationship. So, it is made explicit the movement of knowledge as the passage from the empirical to the concrete by abstract mediation, highlighting the mediating character of education in social practice, taking this as a starting point and end point of the educational work, taking the questioning of this social practice as intermediate moments of pedagogical method , the manipulation through the transmission of knowledge in its most elaborate forms and catharsis as student development synthesis and consequently the possibility of changing humangeneric social practice. In this sense, understanding the pedagogical method of this theory founded on Historical-Dialectical Materialism is essential to successfully and coherently carry out its proposition.

Palavras-chave : School Education; Historicalcritical Pedagogy; Dialectical Method.

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