Por uma educação ambiental histórico-crítica na escola

Pós-graduação em Educação para a Ciência - FC

Geografia e novas tecnologias: o centro integrado de alertas de desastres naturais (CIADEN) como proposta de prática pedagógica para o ciclo I do ensino fundamental

This research work aims to analyze and understand the teaching of geography in the perspective of historical and critical pedagogy, with the object of analysis, the Center for Integrated Natural Disaster Alerts (CIADEN) for students in Cycle I of the Elementary School, located in Etec “Astor de Mattos Carvalho”, in Cabrália Paulista-SP. Deepening the knowledge of geography teaching in a critical and controversial about the bad weather and the use of new technologies to transform the social order and its relationship with the environment. Contributing to the students and the community have a new proposal for action from the content learned, capable of solving the present and future with respect to weather, climate and natural disasters. To implement a culture of prevention and risk perception, providing the diffusion of knowledge socially useful

As ações em educação ambiental realizadas por Organizações Não-Governamentais no estado de São Paulo: alcances e limitações

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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 pedagogia histórico-crítica e o marxismo: equívocos de (mais) uma crítica à obra de Dermeval Saviani

This paper analyses a PhD dissertation which was written by Ademir Lazarini with the purpose to present a radical criticism to the Dermeval Saviani´s interpretation of the relation between the capital and the school education. The dissertation argues that the Historical-Critical Pedagogy based on Saviani’s works is very distant from the Marxian theory of capitalist society. The paper detects fundamental mistakes inside the criticism formulated by the author of the dissertation and the examination of those mistakes revealed a lack of comprehension of the materialistic historical dialectical method.

Vigotski e a pedagogia histórico-crítica: a questão do desenvolvimento psíquico

The paper defends that the historical-cultural psychology needs the mediation of the historical-critical pedagogy in order to contribute to the school educational practice. In this direction, the paper analyses, in the field of the relations between Psychology and Pedagogy, a criteria for the human development characterization. Considering both, psychology and pedagogy, inside the historical process of social class struggle, the paper defends that human beings develop themselves by using the mediations which makes possible the movement from the condition of “being in itself” to the condition of “being for itself”.

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.

Contribuições da psicologia histórico-cultural para a pedagogia histórico-crítica

This article aims to show elements based on historical-cultural psychology, which are reiterative of historically systematized scientific knowledge transmission as condition of human development and essential function of school education. In that way, it points the sign appropriation as decisive mark in the natural psychic basis overcoming towards to culturally established psychophysical properties formation, characterizing the psychism as an interfuncional system answerable for the constitution of the subjective image of objective reality. In the face of such presuppositions, it firms the role of school education in the mentioned image formation, highlighting the qualitative differences resultant of education based to quotidian and spontaneous concepts, as well as scientific ones. It pleads that the defense of sign quality offered to appropriation by school education is the main intersection point between the historical-cultural psychology and the historical-critical pedagogy.

Contribuições gerais para o trabalho pedagógico em salas multisseriadas

This article aims at reflecting on organization of pedagogical work in multigrade classes in order to contribute to facing core problems in countryside education and public school in general. We place historically and question school grading and then discuss teaching planning (horizontally and vertically); students' grouping (establishing the difference between group and grouping) and the necessary grouping for promoting learning. We seek to provide elements that evoke analyses of graded classroom standardization. We point out that in both multigrade and graded classes there are possibilities and limits for pedagogical practice. In this regard, we invite teachers to operate towards overcoming these limits by optimizing the concrete possibilities they find, mainly those regarding multigrade classes, which are the focus of our attention in this article.

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 educação ambiental na formação de pedagogos de uma universidade publicado Estado de São Paulo

This study aimed to understand environmental education in the training of teachers of one pedagogy course at a public university in the state of São Paulo. To answer this question, an exploratory research was conducted, in which a study field, by the techniques of semistructured interviews and documentary analysis, provided the data for analysis. Important to highlight theoretical and methodological foundations of Historical-Dialectical Materialism and Historical-Critical Pedagogy that guided the study. With the results analyzed, we say that environmental education in the studied pedagogy course is minimal and, when it appears, enhances conservation and care with the environment perspectives, without considering the causes of environmental degradation: the way to produce life in capitalist society. In this sense, it is necessary for a consistent formation of the teacher in environmental education to advance the knowledge of this field directly related to education. For the inclusion of environmental education in school education, it is necessary that their knowledge to be considered in education, especially in the training of teachers. Therefore, the data collected and analyzed in this study may contribute to the formation of teachers to understand that environmental education in their training has not been established with the importance and the quality that the social and environmental problems require, with no place along the undergraduation, a condition that needs to be changed to teacher develop a transformative environmental educational practice at school

Professores dos anos iniciais do ensino fundamental, pedagogia histórico-crítica e ensino de ciências: investigando articulações

Pós-graduação em Educação para a Ciência - FC

O desenvolvimento da memória na educação infantil: contribuições da Psicologia histórico-cultural para o ensino de crianças de 4 e 5 anos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A interdisciplinaridade no ensino da matemática pela perspectiva da pedagogia histórico-crítica: superando a pedagogia de projetos

Pós-graduação em Docência para a Educação Básica - FC

Contribuições da pedagogia histórico-crítica para o ensino da geometria no ciclo de alfabetização

Pós-graduação em Docência para a Educação Básica - FC