DERMEVAL SAVIANI | A pedagogia histórico-crítica
New Section
In this section, the speaker discusses the role of critical history pedagogy in education, focusing on the investigation of the education system in Brazil and the development of educational theories.
Investigating the Education System in Brazil
- Explored the existence of a national education system in Brazil through doctoral research, highlighting deficiencies in expressing a systematic view.
- Concluded that existing laws did not reflect a systematic vision of Brazilian education, leading to further analysis of legislative reforms.
- Resulted in the publication of a book on Brazilian educational policies and legislation evolution from past to present.
Developing Critical Educational Theories
- Explored challenges in constructing a truly critical theory of education due to evolving societal structures and conflicting educational paradigms.
- Critiqued traditional and new educational approaches for failing to provide transformative social foundations despite claims of innovation.
Exploring Educational Theories
This segment delves into critiques of prevailing educational theories, emphasizing their limitations in effecting societal change and reproducing existing social norms within schooling systems.
Critiques on Educational Theories
- Highlighted how traditional and new educational theories perpetuate societal norms rather than challenging them effectively.
- Introduced Bourdieu's concept of "reproduction" as symbolic violence within the education system.
- Discussed alternative theories such as Althusser's notion of state apparatuses and their ideological functions within society.
Formulating Revolutionary Pedagogical Theories
- Proposed a comprehensive theory aligning philosophical revolutionary aspects with pedagogical practices to address shortcomings in existing educational frameworks.
- Contrasted traditional and new pedagogical methods regarding democratic principles within school environments.
Constructing Critical Educational Framework
This part focuses on building a critical theory beyond conventional paradigms, aiming to transcend limitations while incorporating advancements from previous models.
Building Critical Educational Framework
- Emphasized historical disparities between traditional and modern schooling approaches concerning equality versus individuality.
Marginality Research and Critical Pedagogy
The discussion delves into the analysis of marginality research and critical pedagogy, exploring historical-critical pedagogy as an effort to develop a pedagogical theory that surpasses dominant educational ideologies.
Marginality Research and Critical Pedagogy
- Historical-Critical Pedagogy aims to transcend criticisms of dominant pedagogies, including Marxist-inspired ones, by actively engaging in transformative education.
- The theory is rooted in a dialectical materialist perspective, emphasizing the contradictions of capitalist ideology and striving for conscious transformation through Marxist theory.
- By working with Marxist theory and applying dialectical materialism, the goal is to move from abstract concepts to concrete understanding through mediating abstractions.
- The process involves identifying elements that characterize the whole (abstraction), then reconstructing the entirety to comprehend simple and multiple determinations leading to concreteness.
- Developing a pedagogical theory starting from the abstract, moving through crisis mediation, and arriving at synthesis allows students to transcend a confused perception towards a synthetic view.
Evolution of Brazilian Education
This segment explores the history of Brazilian education from colonization to modern times, highlighting key periods that shaped educational ideologies in Brazil.
Evolution of Brazilian Education
- Portuguese colonization introduced formal education through catechization and acculturation processes aimed at integrating indigenous populations into Western culture.
- Four major periods define Brazilian education: religious dominance (1549–1759), traditional vs. lay dispute (1759–1930), technological innovation era (1932–1961), and post-LDB era focusing on efficiency and productivity.