Pedagogia libertadora e pedagogia histórico-crítica: um estudo crítico de pedagogias contra-hegemônicas brasileiras

Abstract

The present study had as its object of study two Brazilian counter-hegemonic educational theories: the Liberating Pedagogy and the Historical-Critical Pedagogy. In order to understand and analyze them in their theoretical-practical dimensions, sought to make explicit the historical, political, social and economic conditions in which they were born, as well as their philosophical-epistemological assumptions. The need to discuss them before the structural crisis of the society of capital, which in an attempt to compose and reinvent itself, due to the face of the obvious systemic failure, promotes relativistic and lightened educational practices that do not serve the interests of the subaltern classes, as they do not intend to transform the society order, but to perpetuate it for the benefit of the privileged groups, arose from the hypothesis that the two theories have emancipatory pretensions. Thus, the question in this dissertation is as follows: what theoretical-philosophical assumptions do they relate to and what relations do they maintain with the pedagogical tendencies that preceded them? What is the social role of education for each of these theories? How do each of them view knowledge, popular culture, the teacher and school’s role? What social project are they linked to? What are the most significant differences between them? What should the role of counter-hegemonic thinking be in class society? In order to answer such questions, the dialectical historical materialism has been taken as a methodological theoretical reference, as it was understood that the determinant ideas in societies, as well as pedagogical ideas, are determined by the material production of life. At the outset, the liberating pedagogy and historical-critical pedagogy have been presented in the historical philosophical framework of educational conceptions and tendencies in Brazil. Next, the trajectory of Educator Paulo Freire and the development of the liberating pedagogy have been exposed, thus evidencing his foundation in Christian personalism, the phenomenological method, the relation with the New School and the dialogue with Marxism, as well as the methodological procedures of this pedagogical theory. Subsequently, the development and collective building of historical-critical pedagogy has been highlighted, thus emphasizing the importance of its precursor, intellectual DermevalSaviani, its materialist-historical foundation, the dialectical method and the revolutionary perspective. Finally, a critical-comparative analysis has been performed between the two theories studied, in order to clarify the differences between them. In the light of the data gathered, it is hereby assessed that in the current conjuncture, there is an urgency to promote a counter-hegemonic educational theory that clearly operates in the perspective of overcoming the society of capital, socializing scientific, philosophical and artistic knowledge in its most developed form, as defended by the historical-critical pedagogy.