A qualidade da educação na perspectiva da pedagogia histórico-crítica: contribuições para pensar a escola pública

Abstract

The quality of education is a polysemic and ambiguous concept, historically placed, therefore, transitory, which represents the desires and efforts based on a proper ideologically supported position. The effort to understand the current quality of Brazilian education is an essential condition for those who seek to contribute to the construction of real possibilities to face the country's educational problems. The Historical-critical pedagogy consists in a counter-hegemonic pedagogical political theory that advocates the access of the working class to knowledge historically produced by humanity. In this perspective, what is meant by quality education differs from the neoliberal standard imposed on capitalist society. This work constitutes a bibliographic research that has as primary sources the works of Dermeval Saviani, School and Democracy, Education: from common sense to philosophical consciousness and Historical-Critical Pedagogy: first approximation. We aim to identify the elements that constitute the education quality paradigm in this conception. The Historical-Critical Pedagogy assumes that the effective appropriation of scientific, artistic and philosophical knowledge occurs through a systematic pedagogical practice, developed from a concrete reality and from a political commitment. To move forward in order to raise the cultural level of the working class and move towards overcoming common sense to philosophical awareness, it is imperative to recognize the importance of education for new generations and the demand for a cohesive collective organization to face theoretical and political challenges that constitute the present time. By stating that school education has a mediating function in social practice, highlighting its social determinants and considering the capitalist contradictions that outline it, the Historical-Critical Pedagogy expresses itself as a critical theory, standing in defense of the quality in public schools and rescuing their importance at the heart of the society through the reorganization of educational work, having as a fundamental axis the systematized knowledge under which the specificity of school education is defined.