<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012023000100106</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v45i1.60501</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pedagogia histórico-crítica e educação integral: reflexões sobre a formação humana emancipatória]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogía histórico-crítica y educación integral: reflexiones sobre la formación humana emancipadora]]></article-title>
<article-title xml:lang="en"><![CDATA[Historical-critical pedagogy and integral education: reflections on emancipatory human training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Glaucilene Sebastiana Nogueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colares]]></surname>
<given-names><![CDATA[Maria Lília Imbiriba Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Oeste do Pará Programa de Pós-graduação em Educação da Amazônia ]]></institution>
<addr-line><![CDATA[Santarém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012023000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012023000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Na sociedade em que vivemos, estruturada sob o modo de produção capitalista, a educação expressa os movimentos contraditórios que emergem do processo das lutas entre classes, além das disputas de projetos antagônicos. Tudo isso nos desafia a desmistificar o que chamamos de realidade com o auxílio de um referencial teórico e metodológico. Nesse sentido, analisamos a pedagogia histórico-crítica e a educação integral na perspectiva da emancipação humana, por meio de estudo bibliográfico fundamentada na visão crítica da sociedade capitalista, embasada no materialismo histórico e dialético. Inferimos que a Educação integral vai além de um redesenho curricular, mas exige uma mudança cultural no sentido de unificar método e metodologia de ensino de modo a ampliar a capacidade do aluno de compreender suas mediações, determinações e possibilidades históricas e assim promover uma formação omnilateral, capaz de oferecer as condições necessárias a promoção da emancipação social, visa ao desenvolvimento potencial das múltiplas capacidades humanas e à compreensão política da condição histórica das classes trabalhadoras, sob capitalismo. Nesse sentido, a educação insere-se, pois, na sociedade, sendo por ela determinada, mas participa desse movimento contraditório. O saber se converteu com a sociedade capitalista, em força produtiva, em meio de produção; e, como nessa sociedade os meios de produção são propriedade privada, reafirmamos a dificuldade que a sociedade capitalista tem de estender o saber para todos na perspectiva da formação integral considerando a necessidades de investimentos nas questões estruturais da escola, que, contraditoriamente, vem sendo deixada de lado pelas reformas educacionais implementadas. Na perspectiva da pedagogia histórico-crítica, pedagogia fundada historicamente no entendimento da especificidade da escola e na relevância do trabalho de tal instituição, será possível mediante um desenvolvimento cultural, humano e emancipatório. Nesse sentido, a escola pode contribuir para a superação da ordem vigente, que mantém as desigualdades sociais, buscando, dessa maneira, uma sociedade socialista na direção de uma sociedade sem classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. En la sociedad en la que vivimos, estructurada bajo el modo de producción capitalista, la educación expresa los movimientos contradictorios que surgen del proceso de luchas entre clases, además de las disputas de proyectos antagónicos. Todo esto nos desafía a desmitificar lo que llamamos realidad con la ayuda de un marco teórico y metodológico. En este sentido, analizamos la pedagogía histórico-crítica y la educación integral desde la perspectiva de la emancipación humana, a través de un estudio bibliográfico basado en la visión crítica de la sociedad capitalista, basada en el materialismo histórico dialéctico. Inferimos que la educación integral comprometida con el movimiento de transformaciones puede romper con las desigualdades sociales actuales, reflejo de la determinación de las condiciones materiales que, a su vez, condicionan la existencia humana Inferimos que la Educación Integral va mucho más allá de un rediseño curricular, pero requiere un cambio cultural para unificar el método y la metodología de enseñanza con el fin de ampliar la capacidad del alumno para comprender sus mediaciones, determinaciones y posibilidades históricas y así promover una educación omnilateral, capaz de ofrecer las condiciones necesarias para la promoción de la emancipación social, apunta al desarrollo potencial de múltiples capacidades humanas y la comprensión política de la condición histórica de las clases trabajadoras, bajo el capitalismo. En este sentido, la educación se inserta, por tanto, en la sociedad, siendo determinada por ella, pero participa de este movimiento contradictorio. Con la sociedad capitalista, el conocimiento se convirtió en una fuerza productiva, un medio de producción; y, como en esta sociedad los medios de producción son propiedad privada, reafirmamos la dificultad que tiene la sociedad capitalista para extender el conocimiento a todos en la perspectiva de la educación integral considerando la necesidad de invertir en temas estructurales de la escuela., contradictoriamente, ha sido dejada de lado por las reformas educativas implementadas. Desde la perspectiva de la pedagogía histórico-crítica, una pedagogía basada históricamente en la comprensión de la especificidad de la escuela y la relevancia del trabajo de dicha institución será posible a través del desarrollo cultural, humano y emancipatorio. En este sentido, la escuela puede contribuir a la superación del orden actual, que mantiene las desigualdades sociales, buscando así una sociedad socialista hacia una sociedad sin clases.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. In the society we live in, structured under the capitalist mode of production, education expresses the contradictory movements that emerge from the process of struggles between classes, in addition to the disputes of antagonistic projects. All of this challenges us to demystify what we call reality with the help of a theoretical and methodological framework. In this sense, we analyze the historical-critical pedagogy and integral education from the perspective of human emancipation, through a bibliographical study based on the critical vision of capitalist society, based on dialectical historical materialism. We infer that Integral Education goes far beyond a curriculum redesign, but requires a cultural change in order to unify the teaching method and methodology in order to expand the student&#8217;s ability to understand its mediations, determinations and historical possibilities and thus promote an omnilateral education, capable of offering the necessary conditions for the promotion of social emancipation and that aims at the potential development of multiple human capacities and the political understanding of the historical condition of the working classes under capitalism. In this sense, education is inserted, therefore, in society, being determined by it, but it participates in this contradictory movement. With capitalist society, knowledge became a productive force, a means of production; and, as in this society the means of production are private property, we reaffirm the difficulty that the capitalist society has to extend knowledge to everyone in the perspective of integral education considering the need for investment in structural issues of the school , considering the need for investments in structural issues of school that, contradictorily, has been left aside by the implemented educational reforms. From the perspective of historical-critical pedagogy, a pedagogy historically based on the understanding of the specificity of the school and the relevance of the work of such an institution will be possible through cultural, human and emancipatory development. In this sense, the school can contribute to overcoming the current order, which maintains social inequalities, thus seeking a socialist society towards a classless society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[pedagogia histórico crítica]]></kwd>
<kwd lng="pt"><![CDATA[educação integral]]></kwd>
<kwd lng="pt"><![CDATA[emancipação humana]]></kwd>
<kwd lng="es"><![CDATA[pedagogía histórica crítica]]></kwd>
<kwd lng="es"><![CDATA[educación integral]]></kwd>
<kwd lng="es"><![CDATA[emancipacion humana]]></kwd>
<kwd lng="en"><![CDATA[critical historical pedagogy]]></kwd>
<kwd lng="en"><![CDATA[integral education]]></kwd>
<kwd lng="en"><![CDATA[human emancipation]]></kwd>
</kwd-group>
</article-meta>
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