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.

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.

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.

Contestación histórico-crítica en defensa de la maravillosa aparición de la Santísima Virgen de Guadalupe al anónimo intitulado Exquisitio histórica, y a otro anónimo tambien que se dice Libro desensación

UANL

Contestación histórico-crítica en defensa de la maravillosa aparición de la Santísima Virgen de Guadalupe al anónimo intitulado :Exquisitio Histórica y á otro anónimo tambien que se dice Libro de Sensación, por Fortino Hipólito Vera

UANL

La pedagogía como crítica cultural de la educación.

Resumen tomado de la publicación

Pedagogía comunicativa crítica en los centros educativos.

Monográfico con el título: 'Pedagogía crítica del S. XXI'. Resumen basado en el de la publicación

El Profesor-dramaturg y la pedagogía pos-crítica

Este trabajo trata sobre el drama process, con alumno-profesores, y comenta las acciones didácticas que permiten la diversidad de respuestas, que caracterizan un contexto multicultural. En un sentido más amplio, estas acciones apuntan para las interacciones entre alumno-profesores, contextos ficcional-real, texto y pre-texto. En particular, el enfoque está en las formas teatrales usadas en las, así llamadas, acciones didácticas: rituales y ceremonias teatrales, la figura del profesor-en-rol y del profesor-personaje, el estímulo compuesto

Geração de valor ao acionista : histórico, crítica e sua aplicação na análise de rentabilidade de produtos

Mostra como a questão da criação de valor para o dono do capital esteve presente na história do pensamento econômico. Faz uma crítica das teorias atuais de gerenciamento de valor para o acionista, demonstrando a superioridade do modelo TBRlGVA sobre os demais. Mostra a aplicação prática dessse modelo e propõe uma estrutura de análise de rentabilidade de produtos baseada no conceito de geração de valor para o acionista

A educação musical sob a perspectiva da pedagogia histórico-crítica

This work, from of theorist perspective of Historical-Critical Pedagogy, presents the school Music Education like a social mediator environment between the practices, listening and musical everydaylife knowledges and the not-quotidian, which are constitution and accumulated, throughout the centuries of History, by the human societies. The purpose is to present a possible theorist foundation to define the importance of Music Education insert in the elementary school, like a subject destined to guarantee the whole children formation and the enrichment of their relations with the music. It is a theorist reflection that indicates the importance of observation of the quotidian and not-quotidian knowledges characteristics, moreover of complete importance of formal education and, in specific, of school Music Education on human development.

A representação do ato de ensinar: continuidades e rupturas da concepção de ensino na pedagogia tradicional, na psicologia histórico-cultural e na pedagogia histórico-crítica : uma análise a partir das teses e dissertações no Portal da CAPES

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Fundamentos éticos e formação moral na pedagogia histórico-crítica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A poluição das águas do Rio Bauru vista sob a perspectiva da pedagogia histórico-crítica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)