O trabalho pedagógico nos anos iniciais do ensino fundamental a partir da pedagogia histórico-crítica

Abstract

The research is dedicated to reflecting on how the relationship between historical-critical pedagogical theory and educational practice can be expressed in pedagogical work in the early years of Elementary School through planning systematization. Based on the defense that historical-critical pedagogy is a counter-hegemonic conception, which guides school educational practice focused on the needs of the working class and enables access to cultural goods historically produced by the human race, it seeks to think about the dialectical relationship between the theory and the practice with the objective of listing the essential theoretical elements according to the historical-critical pedagogy and relating them to the pedagogical work in the early years of Elementary School. Therefore, we intend to follow the following line: a) present the fundamental assumptions of historical-critical pedagogy and highlight the elements that guide the pedagogical work in the early years of Elementary School; b) historically conceptualize the conceptions about educational practice expressed in didactics and highlight the search for overcoming reproductive pedagogies from the studies of historical-critical pedagogy; c) present planning systematizations with teaching practices that express the relationships established in the research. This study was carried out through bibliographic research, from the philosophical, psychological and didactic-pedagogical foundations of historicalcritical pedagogy, historical review of the concepts attributed to educational practice in the field of didactics and preparation of lesson plans in order to demonstrate the materiality of theory in examples of practice. Thus, we conclude that historical-critical pedagogy, due to its dialectical conception, does not prescribe actions and procedures to be adopted universally, regardless of the context, however, it guides the pedagogical work from the historical-critical pedagogical method and an understanding of the theory and practice that relates it to the concrete conditions of each school context, discipline and content to be treated with the materialist and dialectical world conception. This relationship can be expressed in planning through different procedures to be adopted by the teacher, but, above all, it stands out in the objectives with which classes are planned.