Reflexões sobre as contribuições da pedagogia histórico crítica para a formação docente

Abstract

This course completion work, within the Pedagogy degree course, aims to reflect on the relationship between historical-critical pedagogy and education, seeking to understand the contributions of this theory to teacher training, both initial and continued. The starting point was the problematization of formal education, and the current situation of precarious teaching work, with the following considerations as initial hypotheses: taking into account the current situation of precariousness of the teaching profession in the country, which approach would be most appropriate to recover teaching protagonism? How to enable, from now on, even if in preliminary conditions, a theoretical-methodological framework for teacher training, providing the necessary tools to train committed teachers in the technical, ethical, philosophical, aesthetic and political spheres? To develop the research, a bibliographic review study was carried out, understood from Andrade (2010), as a preliminary type of research that serves to support exploratory studies, whether of a documentary, laboratory, field or other formats. Bibliographic review research, according to Sousa; Oliveira; Alves (2021, p. 65) provides us with a range of information and elements that can be found in articles, printed documents, published books, dissertations, fundamental for the proper analysis of the topic under study. The motivation to study this object arose from the intention to explore in depth the challenges of teaching, as a graduate, reflecting on the training process helps to understand the social place of teaching in the context of current reality. After studying the contents of the Teaching Profession discipline, including pedagogical currents and theories designed to adjust education to society's desires, concerns about critical action, committed to equality, valuing diversity and respect for differences, resulted in this seeking to better understand Historical-Critical Pedagogy and its theoretical-methodological contributions. Education exercises social mediation in the field of ideas, in the development of subjects' psychic functions, it is not neutral and acts in a space of ideological, cultural and political dispute, building meanings necessary for reading reality, in this sense, these meanings can be of a reproductive or critical nature in the sense of contributing to social transformation, in this context, teacher training, committed to the end of social inequalities, needs to be of technical, ethical, philosophical, aesthetic and political excellence. The social relevance of this study lies in the fact that it provides support for a critical reflection on education and teacher training, not as a utopia, but as a radical commitment to social transformation. It is hoped that this text can fulfill the social function desired here.