Institucionalização da Pedagogia Histórico-Crítica em redes públicas de ensino: Há um caminho?

Abstract

The Historical-Critical Pedagogy (PHC) since its creation, 1979, aims to make efforts in the elaboration of a pedagogical proposal committed to human emancipation. With its development, institutionalization has become a challenge because it is an educational theory that defends the access of the working class to the knowledge of the maximum human cultural elaborations, against the hegemonic pedagogical theories existing in the Brazilian territory. Thus, in this dissertation we set out to investigate some of the main PHC institutionalization processes. We aim to understand the institutionalization process in the municipal network of Itaipulândia, Bauru, Cascavel and Limeira. Specifically, involve the particularities, difficulties, struggles and work carried out in each municipality and whether these processes coincide or differ. We start from the following problem: Why is there a need for a pedagogical theory against the hegemony, what is the particularity of Historical-Critical pedagogy and how did the process of municipal institutionalization take place? The hypothesis is that there is an essence in the institutionalization process to be extracted to instruct new institutional processes. Thus, based on bibliographic research and also on reports with protagonists of these processes, we proceeded to analyze the experiences that occurred in these municipalities. After forty years of Historical-Critical Pedagogy, there is an urgent need to improve studies on the institutionalization devices so that it contributes with the other Brazilian municipalities, results of the present work, so that they can also do the same and enable all human subjects to have access the human cultural maxim, as defended by the Historical-Critical Pedagogue.