Relations between Freirean Pedagogy and Historical-Critical Pedagogy based on categories of Historical-Dialectical Materialism
Bibliographic Data
| ID | 5866950 |
|---|---|
| Authors | João Paulo Stadler (0000-0002-9106-7942, Instituto Federal do Paraná (IFPR), Brasil; Universidade Tecnológica Federal do Paraná, Brasil), Nancy Rosa Alba Niezwida (0000-0002-2838-3440, National University of Misiones), Marcelo Lambach (0000-0001-7168-5498, Universidade Tecnológica Federal do Paraná) |
| Year | 2024 |
| Volume | 40 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educar em Revista (JOURNAL) |
| Journal identifiers | ISSN: 0104-4060 • E-ISSN: 1984-0411 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/1984-0411.85067-t |
| OpenAlex | W4404612306 |
| SciELO | S0104-40602024000100140 |
| Language | EN |
| References cited | 4 |
To weave relations between Freirean and Historical-Critical Pedagogies based on the categories: objective reality, work, contradiction/overcoming, mediation and praxis based on historical-dialectical materialism, comparative qualitative research was carried out between works by Paulo Freire and Dermeval Saviani selected to allow perception of the historical development of theories. Based on excerpts that made it possible to understand the appropriation of the categories listed in the pedagogical concepts presented by them, it was possible to understand the way in which the categories were appropriated in each case, in addition to the establishment of approximations and distances between the aspects. In this way, it was possible to highlight the relationship between Pedagogies and historical-dialectical materialism, in addition to the phenomenological basis present in Freirean theory. Approximations were noticed regarding the commitment to make possible the overcoming of the oppression experienced by the working class through the process of humanization, in the conception of reality as objective and of the possibility of knowledge from movements of analysis and in praxis as central elements of the human development process. The distances found form concerning the importance given to the subjectivity of the subject, in Paulo Freire's theory, and in the teaching method (content-form), by Saviani
Appropriation · Contradiction · Dialectic · Dialectical materialism · Epistemology · Historical materialism · Marxist philosophy · Oppression · Pedagogy · Political science · Politics · Praxis · Sociology · Subjectivity · Education and Digital Technologies · Education Pedagogy and Practices · Rural and Ethnic Education · Philosophy
| Highly cited | No |
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