Myriam Muniz: uma pedagoga do teatro

Pós-graduação em Artes - IA

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.

Contribuições da pedagogia histórico-crítica para a formação de professores

Teacher training is a frequent academic theme and object of various approaches. This article aims at presenting a few contributions of historical-critical pedagogy to this debate. It takes into account the concept of human-being, development and role of the school, opposing current parameters which empty and devalue teachers and, consequently, school education.

Fundamentos psicológicos da pedagogia histórico-crítica e fundamentos pedagógicos da psicologia histórico cultural

This article presents the theoretical and methodological unity between the historical-critical pedagogy and cultural-historical psychology. It highlights, in addition to the membership of both theories to historical-dialectical materialism, the basic premises that point toward the affirmation of school education as a condition of humanization of individuals, as well as the transmission of historically systematized knowledge as one of the requirements for the achieving this purpose. In this direction, we aim to demonstrate that the historical-critical pedagogy contains, in its innerness, a solid psychological foundation, consistently built by a cultural-historical conception of man, society and educative nature that guides the relationship between them through the human vital activity, that is, through the work. It is in the core of those fundamentals that the alliance between this pedagogical theory and cultural-historical psychology is evident.

A internalização de signos como intermediação entre a psicologia histórico-cultural e a pedagogia histórico-crítica

This article highlights the theoretical and methodological unity existing between the culturalhistorical psychology and the historical-critical pedagogy, taking the category of mediation as a central element of analysis. This fact is justified since that category is emerging as an essential premise of the historical-materialist dialectical method; and this method, in turn, is the foundation of both the historicalcultural psychology and the pedagogy historical-critical. For achieving the stated aim, the text is organized around two themes. The first goes back to the historical-cultural conception of psychism, highlighting of internalization of signs as a condition for the development of that psychism; the second brings into focus the relationship between internalization of signs and concept formation, in order to demonstrate that the quality of the concepts in the training school is the intervening variable in the psychological development. By the way of concluding remarks, it is said the internalization of signs as a central element of mediation between historical-cultural psychology and historical-critical pedagogy.