<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100401</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-2</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Didática Histórico-Crítica (marxista) no Brasil: reflexões sob a ótica dos autores Tomaschewsky (1966) e Zayas (1999)]]></article-title>
<article-title xml:lang="es"><![CDATA[Didáctica histórico-crítica (marxista) en Brasil: reflexiones desde la perspectiva de los autores Tomaschewsky (1966) y Zayas (1999)]]></article-title>
<article-title xml:lang="en"><![CDATA[Historical-Critical (Marxist) Didactics in Brazil: reflections from the perspective of the authors Tomaschewsky (1966) and Zayas (1999)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Gracieda dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Juan Carlos Rodriguez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Norte do Tocantins  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Holguín  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100401&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo analisa os fundamentos da Didática Histórico-Crítica, desenvolvidos pelos teóricos marxistas da Pedagogia Histórico-Crítica (PHC) no Brasil, em comparação com as concepções teóricas de dois autores internacionais, Tomaschewsky (1966) e Zayas (1999). Toda a investigação é orientada pelo seguinte problema: em que medida a Didática Histórico-Crítica, como parte da proposta pedagógica de educação crítica e emancipadora, no Brasil, representa uma alternativa concreta ao processo de ensino-aprendizagem, desde os critérios teórico-metodológicos universais da didática materialista histórico-dialético? O método adotado como referencial para esta investigação se baseia no materialismo histórico-dialético. A metodologia utilizada trata-se de revisão bibliográfica. Para tanto, realizou-se a análise dos fundamentos centrais da Didática Histórico-Crítica, desde a concepção de Duarte (2001), Gasparin (2002), Gasparin e Petenucci (2014), Galvão et. al (2019) e Saviani (1995; 2002; 2008; 2011; 2013), localizando as divergências fundamentais destes autores, em relação ao pensamento dos autores internacionais, estudados nesta pesquisa. O resultado alcançado demonstra que, embora tome o pensamento de Marx e da Psicologia Histórico-Cultural como referência, a Didática Histórico-Crítica apresenta divergências importantes, com relação ao pensamento dos didáticos marxistas internacionais. Diante disso, se afirma a importância da Pedagogia Histórico-Crítica e da Didática Histórico-Crítica para a educação brasileira, enquanto uma visão teórico-metodológica crítica, desde que alinhada à perspectiva educacional universal, na ótica do proletariado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo analiza los fundamentos de la Didáctica Histórico-Crítica, desarrollada por los teóricos marxistas de la Pedagogía Histórico-Crítica (PCH) en Brasil, en comparación con las concepciones teóricas de dos autores internacionales, Tomaschewsky (1966) y Zayas (1999). Toda la investigación está orientada por el siguiente problema: ¿en qué medida la Didáctica Histórico- Crítica, como parte de la propuesta pedagógica para una educación crítica y emancipadora en Brasil, representa una alternativa concreta al proceso de enseñanza-aprendizaje, basada en los criterios teórico-metodológicos universales de la didáctica materialista histórico-dialéctica? El método adoptado como referencia para esta investigación se basa en el materialismo histórico- dialéctico. La metodología utilizada es la revisión bibliográfica. Para ello, se analizaron los fundamentos centrales de la Didáctica Histórico-Crítica, desde el punto de vista de Duarte (2001), Gasparin (2002), Gasparin y Petenucci (2014), Galvão et. al (2019) y Saviani (1995; 2002; 2008; 2011; 2013), localizando las divergencias fundamentales de estos autores en relación con el pensamiento de los autores internacionales estudiados en esta investigación. Los resultados muestran que, aunque tome como referencia el pensamiento de Marx y de la Psicología Histórico- Cultural, la Didáctica Histórico-Crítica tiene importantes divergencias con el pensamiento de la didáctica marxista internacional. Frente a esto, se afirma la importancia de la Pedagogía Histórico-Crítica y de la Didáctica Histórico-Crítica para la educación brasileña, como visión teórico-metodológica crítica, siempre que esté alineada con la perspectiva educativa universal, desde la perspectiva del proletariado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article analyzes the foundations of Historical-Critical Didactics, developed by the Marxist theorists of Historical-Critical Pedagogy (HCP) in Brazil, in comparison with the theoretical conceptions of two international authors, Tomaschewsky (1966) and Zayas (1999). The entire investigation is guided by the following problem: to what extent does Historical-Critical Didactics, as part of the pedagogical proposal for critical and emancipatory education in Brazil, represent a concrete alternative to the teaching-learning process, based on the universal theoretical-methodological criteria of historical-dialectical materialist didactics? The method adopted as a reference for this investigation is based on historical- dialectical materialism. The methodology used is a bibliographical review. To this end, an analysis was carried out of the central foundations of Historical-Critical Didactics, from the conception of Duarte (2001)Gasparin (2002), Gasparin and Petenucci (2014), Galvão et. al (2019) and Saviani (1995; 2002; 2008; 2011; 2013), locating the fundamental divergences of these authors in relation to the thinking of the international authors studied in this research. The result achieved shows that, although it takes Marx's thought and Historical-Cultural Psychology as a reference, Historical- Critical Didactics presents important divergences in relation to the thought of international Marxist didactics. This affirms the importance of Historical-Critical Pedagogy and Historical-Critical Didactics for Brazilian education, as a critical theoretical-methodological vision, as long as it is aligned with the universal educational perspective, from the point of view of the proletariat.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="pt"><![CDATA[Didática materialista histórico-dialética]]></kwd>
<kwd lng="pt"><![CDATA[Didática Histórico-Crítica]]></kwd>
<kwd lng="es"><![CDATA[Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Didáctica materialista histórico-dialéctica]]></kwd>
<kwd lng="es"><![CDATA[Didáctica histórico-crítica]]></kwd>
<kwd lng="en"><![CDATA[Didactics]]></kwd>
<kwd lng="en"><![CDATA[Historical-dialectical materialist didactics]]></kwd>
<kwd lng="en"><![CDATA[Historical-Critical Didactics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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