A pedagogia histórico-crítica e a formação da individualidade para sí

Is there a place inside Marxism for the debate on individuality? Does the historical-critical pedagogy need a theory of individual’s education? The article answers affirmatively to both questions and analyses the pillars of a Marxist theory of human individuals’ education. The start point is the relation between the processes of objectification and appropriation that were originated by the work activity. The relation between objectification and appropriation is analysed from a dialectical materialistic historical perspective. This perspective implies the understanding of the contradiction generates by class struggle that gives to the sociocultural development both the meanings of humanization and alienation. In this sense, individual’s education is understood as part of historical self-building process of humankind. The direction of this movement is from humanity in itself to humanity for itself that means a process that promotes the development of free and universal individuality.

A crítica da Psicologia e a tarefa da crítica na Psicologia

This article discusses the need to deepen Psychology criticism as a science, unveiling its ideological commitment to the demands posed by the capitalism development and, at the same time, develop the critical thinking in Psychology. Taking the dialectical historical materialism as a basis, the main elements which should be contemplated by the critical thinking are presented: the dialectical reflection; the knowledge criticism; the denounce of degradation, alienation and human heteronomy in the conditions posed by capitalism and the possibility of being used as an instrument in the social transformation process. The incorporation of these elements can guide the constitution process of psychological knowledge which will be able to provide more satisfactory answers to questions concerning the dialectical relationship between individuals and society and the possibilities of human emancipation in nowadays society.