scholarly journals A pedagogia histórico-crítica e a defesa da transmissão do saber elaborado: apontamentos acerca do método pedagógico

Perspectiva ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 345
Author(s):  
Tiago Nicola Lavoura ◽  
Ana Carolina Galvão Marsiglia
Keyword(s):  
Critical Pedagogy ◽  
Student Development ◽  
Social Practice ◽  
Karl Marx ◽  
Dialectical Materialism ◽  
School Education ◽  
Educational Work ◽  
Dialectical Logic ◽  
Transmission Of Knowledge ◽  
Starting Point

<p>http://dx.doi.org/10.5007/2175-795X.2015v33n1p345</p><p>Este artigo possui como objetivo realizar uma discussão acerca do método pedagógico da pedagogia histórico-crítica, notadamente elucidando as bases de sua fundamentação referenciadas no Método da Economia Política elaborado por Marx na famosa Introdução de 1857. Desta feita, explicita-se o movimento do conhecimento como a passagem do empírico ao concreto pela mediação do abstrato, evidenciando o caráter mediador da educação na prática social, tomando esta como ponto de partida e ponto de chegada do trabalho educativo, tendo-se como momentos intermediários do método pedagógico a problematização desta prática social, a instrumentalização por meio da transmissão dos conhecimentos nas suas formas mais elaboradas e a catarse enquanto síntese de desenvolvimento do aluno e, consequentemente, a possibilidade de alteração da prática social humano-genérica. Assim, busca-se evidenciar a lógica dialética desta proposta pedagógica que defende a atividade de ensino na educação escolar como aquela responsável pela reprodução ideal do movimento real dos conteúdos escolares, permitindo o alcance da riqueza categorial dos objetos de ensino enquanto síntese de múltiplas determinações e relações numerosas. Nesse sentido, compreender o método pedagógico dessa teoria em consonância com os fundamentos do materialismo histórico-dialético é essencial para sua realização bem sucedida e coerente com sua proposição.</p><p><strong><br /></strong></p><p><strong>Historical-critical pedagogy and the defense of elaborate knowledge transmission: notes on pedagogical method</strong></p><p><strong> </strong><strong>Abstract</strong></p><p>This article aims to carry out a discussion about pedagogical method of historical-critical pedagogy, clearly highlighting its fundaments on Political Economy Method, created by Karl Marx in his famous 1857. Thus, the study seeks to make clear the dialectical logic of this pedagogical  proposal that speaks up for the teaching activity in school education as that responsible by the ideal reproduction of the real school subjects movement, enabling the reach of categorical wealth of teaching objects as synthesis of multiple determinations and numerous relationship. So, it is made explicit the movement of knowledge as the passage from the empirical to the concrete by abstract mediation, highlighting the mediating character of education in social practice, taking this as a starting point and end point of the educational work, taking the questioning of this social practice as intermediate moments of pedagogical method , the manipulation through the transmission of knowledge in its most elaborate forms and catharsis as student development synthesis and consequently the possibility of changing human-generic social practice. In this sense, understanding the pedagogical method of this theory founded on Historical-Dialectical Materialism is essential to successfully and coherently carry out its proposition.</p><p><strong>Keywords:</strong> School Education. Historical-critical Pedagogy. Dialectical Method.</p><p><strong> </strong></p><p><strong>La pedagogía histórica-crítica y la defensa de la transmisión del saber elaborado: anotaciones sobre el método pedagógico</strong></p><p> <strong>Resumen</strong></p><p>El objetivo del artículo es realizar una discusión sobre el método pedagógico de la pedagogía histórica-crítica, explicado en las bases de su fundamentación referenciada en el Método de la Economía Política elaborado por Marx en la famosa Introducción de 1857. De este modo, se explicita el movimiento del conocimiento como el paso de lo empírico a lo concreto a través de la mediación de lo abstracto, resaltando el carácter mediador de la educación en la práctica social, tomándola como punto de partida y punto de llegada del trabajo educativo, teniendo como momentos intermedios del método pedagógico el problematizar esta práctica social, la instrumentalización a través de la transmisión de los conocimientos en sus formas más elaboradas y la catarsis, como síntesis de desarrollo del alumno y, como consecuencia, la posibilidad de alteración de la práctica social humana-genérica. De este modo, se busca mostrar la lógica dialéctica de esta propuesta pedagógica que aboga la actividad de enseñanza en la educación escolar como aquella responsable por la reproducción ideal del movimiento real de los contenidos escolares, lo que permite el alcance de la riqueza categórica de los objetos de enseñanza, como síntesis de múltiples determinaciones y relaciones numerosas. En este sentido, comprender el método pedagógico de esta teoría en consonancia con los fundamentos del materialismo histórico-dialéctico es esencial para su éxito y coherencia con su proposición.</p><p><strong>Palabras claves:</strong> Educación Escolar. Pedagogía histórica-crítica. Método Dialéctico.</p>

scholarly journals Karl Marx and Liberation Theology: Dialectical Materialism and Christian Spirituality in, against, and beyond Contemporary Capitalism

2018 ◽  
Vol 16 (2) ◽  
pp. 598-607 ◽  
Author(s):  
Peter McLaren ◽  
Petar Jandrić
Keyword(s):  
Critical Pedagogy ◽  
Liberation Theology ◽  
Karl Marx ◽  
Historical Materialism ◽  
Dialectical Materialism ◽  
Christian Spirituality ◽  
Human History ◽  
Paper Briefly ◽  
The Bible ◽  
Individualism And Collectivism

This paper explores convergences and discrepancies between liberation theology and the works of Karl Marx through the dialogue between one of the key contemporary proponents of liberation theology, Peter McLaren, and the agnostic scholar in critical pedagogy, Petar Jandrić. The paper briefly outlines liberation theology and its main convergences with the works of Karl Marx. Exposing striking similarities between the two traditions in denouncing the false God of money, it explores differences in their views towards individualism and collectivism. It rejects shallow rhetorical homologies between Marx and the Bible often found in liberation theology, and suggests a change of focus from seeking a formal or Cartesian logical consistency between Marxism and Christianity to exploring their dialectical consistency. Looking at Marxist and Christian approaches to morality, it outlines close links between historical materialism and questions of value. It concludes that the shared eschaton of Marxism and the Christianity gives meaning to human history and an opportunity to change it.

scholarly journals ESCOLA ECONHECIMENTO: EM DEFESA DOS CLÁSSICOS E DA CRÍTICA

2019 ◽  
Vol 16 (3) ◽  
pp. 144-155
Author(s):  
Rafael Rossi ◽  
Aline Santana Rossi
Keyword(s):  
Critical Pedagogy ◽  
School Education ◽  
Point Of View ◽  
The Self ◽  
Generic Point ◽  
Transmission Of Knowledge ◽  
Role Of Teachers ◽  
Business Needs ◽  
The Relationship

This text is an instrument through which we question the relationship between knowledge and school education from the contributions of the lukacsian ontology and the historical-critical pedagogy. We start from the fact that the transmission of knowledge is an indispensable practice that marks the process of reproduction of societies. From these understandings, we advance to the specificity of school education and the role of teachers from a human-generic point of view, that is, that puts in the foreground the authentic human demands and not the self-centered market and business needs. We demonstrate that, from the perspective of the essential interests of students and teachers, it is essential the critical socialization of the most erudite and elaborate knowledge historically produced, from the recognition of its historical and ontological parameters.

scholarly journals DIALÉTICA SINGULAR-PARTICULAR-UNIVERSAL E SUA EXPRESSÃO NA PEDAGOGIA HISTÓRICO-CRÍTICA: PRIMEIRAS APROXIMAÇÕES

2020 ◽  
Vol 12 (17) ◽  
pp. 01-16
Author(s):  
Juliana Campregher Pasqualini
Keyword(s):  
Critical Pedagogy ◽  
School Education ◽  
Educational Work ◽  
Dialectical Method ◽  
Production Of Knowledge ◽  
The Subject ◽  
Pedagogical Theory

Preliminary approximations between the singular–particular–universal dialectics and the historical-critical pedagogical theory are elaborated in this paper, based on the exposition of the categories of singularity, universality and particularity articulated to the demands that the materialistic historical-dialectical method places as a condition for the production of knowledge capable of apprehending reality in its concreteness. It is argued that historical-critical pedagogy carries in its formulation the movement of these categories, formulating notes related to the concept of educational work, the problem of the curriculum and the subject towards which is directed the pedagogical act. Demonstrating that the categories of singular, particular and universal enable multiple analytical movements in the field of school education is one of the purposes of the analysis that is developed along the paper.

Kazimir Malevich: Economy as the Fifth Dimension

2019 ◽  
Vol 29 (6) ◽  
pp. 215-228
Keyword(s):  
Karl Marx ◽  
Dialectical Materialism ◽  
Economic Base ◽  
Surplus Value ◽  
Bourgeois Society ◽  
Fifth Dimension ◽  
Fourth Volume ◽  
Contemporary Painting ◽  
New Criterion ◽  
The Impact

This paper deals with the impact that Karl Marx"s Das Kapital (and especially its fourth volume, the theory of Surplus Value) had on the category of economy in Kazimir Malevich"s output. In a series of texts, Malevich proclaims economy the new criterion of art and the Black Square its embodiment in contemporary painting. While the author was analyzing Marx"s views on labor and human nature, echoes of them turned up in Malevich"s manifestos and philosophical essays where the artist pondered the idea of the liberation of creative exaltation. The article others an interpretation of the creative process itself from the standpoint of economy, which for Malevich provided an opportunity to lay down the foundation for a new kind of art that was consistent with the prevailing ideology. The author points out that while Malevich was in Vitebsk he studied Marx"s works with idea of incorporating economic studies into art: his speculations on the relationships between the ideological superstructure and the practical, economic base were written in the manner of Marxist philosophy and provided the basis for his main essays, The World as Non-Objectivity (1923) and Suprematism: Thee World as Non-Objectivity or Eternal Rest (1923-1924). They defined the new art as an independent ideological superstructure positioned “outside of other contents and ideologies.” Parallel to that, the author examines the correspondence between Malevich"s theory of the surplus element and Marxist doctrines on surplus value. It is also shown that Malevich hoped to prove that, as in dialectical materialism, his new surplus element opens the way to a new artistic structure that is emerging from the womb of the old system in the same way that communism comes about as a kind of heterogeneous body from within the underpinnings of bourgeois society.

scholarly journals Beyond Threshold Approaches to Extreme Heat: Repositioning Adaptation as Everyday Practice

2018 ◽  
Vol 10 (4) ◽  
pp. 885-898 ◽  
Author(s):  
Elspeth Oppermann ◽  
Yolande Strengers ◽  
Cecily Maller ◽  
Lauren Rickards ◽  
Matt Brearley
Keyword(s):  
Social Practice ◽  
Climate Adaptation ◽  
Extreme Heat ◽  
Extreme Conditions ◽  
Work Intensity ◽  
Heat Management ◽  
Everyday Practices ◽  
Starting Point ◽  
Climatic Impacts ◽  
External Risk

Abstract One of climate change’s most certain impacts is increasingly frequent and extreme heat. Heat management and climate adaptation policies generally utilize temperature and humidity thresholds to identify what constitute “extreme” conditions. In the workplace, such thresholds can be used to trigger reductions in work intensity and/or duration. In regions that routinely exceed proposed thresholds, however, this approach can be deeply problematic and raises critical questions about how frequently exposed populations already manage and mitigate the effects of extreme heat. Drawing on social practice theories, this paper repositions everyday engagements with extreme heat in terms of practices of work. It finds that bodies absorb and produce heat through practices, challenging the view that extreme heat is an “external” risk to which bodies are “exposed”. This theoretical starting point also challenges the utility of threshold-based adaptation strategies by demonstrating how heat is actively coproduced by living, performing bodies in weather. This argument is exemplified through a case study of outdoor, manual workers in Australia’s monsoon tropics, where work practices were adapted to reduce thermal load. More specifically, we find that workers “weather” work and “work” the weather to enable work to be done in extreme conditions. Our analysis of everyday heat adaptation draws attention to the generative capacities of bodies and unsettles two established separations: 1) that between climatic exposure and sensitivity, calling for a more embodied, experiential, and performed perspective and 2) that between climatic impacts and (mal)adaptation, calling for an understanding of climate adaptation, as located in everyday practices, in the management of bodies in weather.

scholarly journals O currículo e o trabalho por meio de projetos: construindo alternativas pela prática investigativa - Curriculum and work in projects media: building alternatives for practice investigative

2016 ◽  
Vol 5 (10) ◽  
pp. 55
Author(s):  
Janaína Ribeiro Stafford
Keyword(s):  
Social Construction ◽  
Knowledge Construction ◽  
Social Practice ◽  
School Curriculum ◽  
Construction Process ◽  
Construction Of Knowledge ◽  
Starting Point ◽  
Social Construction Of Knowledge ◽  
Pedagogical Intent ◽  
Teaching Learning

Neste artigo tem-se como objetivo apontar alternativas de reconstrução do currículo escolar por meio do trabalho com projetos. Vale salientar que o currículo se refere à organização do conhecimento escolar, sendo uma construção social do conhecimento, real, significativa, com intencionalidade político-pedagógica, aberto o suficiente para ser percebido como um processo, no qual as questões oriundas da relação ensino e aprendizagem possam dar-lhe um caráter dinâmico e transformador. Um instrumento relevante para reconstrução curricular são os denominados projetos de trabalhos, pois o ponto de partida do processo de construção do conhecimento é a prática social concreta e a realidade em que acontece.Palavras-chave: currículo, projetos de trabalho, conhecimento. CURRICULUM AND WORK IN PROJECTS MEDIA: BUILDING ALTERNATIVES FOR PRACTICE INVESTIGATIVEAbstractThis article same has the objective of pointing reconstruction alternatives of the school curriculum by working through projects. It is worth noting that the curriculum refers to the school knowledge organization, being a social construction of knowledge, real, significant, with political-pedagogical intent, open enough to be perceived as a process in which issues arising in the teaching / learning can give you a dynamic and transforming character. A relevant tool for curricular reconstruction is the so-called work projects, because the starting point of the knowledge construction process is the concrete social practice and reality where it happens.Key-words: curriculum, work projects, knowledge.

scholarly journals Anthropological Foundations of Global Education

2020 ◽  
Vol 26 (1) ◽  
pp. 270-281
Author(s):  
Andrzej Gzegorczyk
Keyword(s):  
Student Development ◽  
Cultural Production ◽  
Educational System ◽  
Global Education ◽  
Human Life ◽  
Main Idea ◽  
Modern World ◽  
Human Environment ◽  
Starting Point ◽  
The Individual

The first Ukrainian translation of the text by Andrzej Grzegorczyk "Anthropological Foundations of Global Education". Andrzej Grzegorczyk (1922-2014) asks the question: is the current construction of the world educational system theoretically justified in terms of human cognitive needs in the modern world, and does it have prospects for development? The theoretical starting point for the rational substantiation of the construction of a modern educational program needed in our era can be represented by distinguishing two components of the picture of human life: 1) stages of development of knowledge of the child and 2) branches (spheres) of human activity to which the school should prepare. Andrzej Grzegorczyk offers his own vision of the sequence of formation of the student's personality. Based on the achievements of socio-evolutionary psychology, he proposes to correlate ontogenesis and phylogeny in education. The young human individual goes, in particular, through successive phases of development, in each of which in turn is dominated by the following four educational and developmental processes initiated by the natural human environment (as well as school). The stages of learning correspond, thus, to the prospects of student development: from the narrowest (family-tribal) perspective to the universalist, which is a synthesis of what tradition brings, as well as acquired knowledge and development of a sense of universal values. Thus, the stages (levels) of education can, in his opinion, be called as follows: 1) family-tribal, 2) traditionally national-religious, 3) individual-rationalist-scientific, 4) universalist-synthetic. The second dimension of the education program is the field / field of study. Presenting the problems of creative realization of values ​​in public life, they can be arranged according to certain parameters: guidelines for activity, way of seeing one's place in society, forms (mechanisms) of action to which the individual is usually subject or implements at this stage, related norms and positions. Among the positions of special attention deserves the experience of self-worth. In the formation of the educational system should include in the content of education the following topics related to culture, the following parameters: type of culture, the main idea of ​​culture of this type, characteristics of the richness of cultural production of this type and related type of knowledge.

scholarly journals O granicach i przepaściach: dyskurs o górach i separacji na terenach objętych konfliktem etnicznym

2018 ◽  
Vol 11 ◽  
pp. 248-265
Author(s):  
Michael Wedekind
Keyword(s):  
National Identity ◽  
Social Integration ◽  
Social Practice ◽  
Alpine Region ◽  
The Political ◽  
Mental Maps ◽  
Habsburg Monarchy ◽  
State Apparatus ◽  
Starting Point ◽  
The Masses

ON BOUNDARIES AND GAPS: DISCOURSES ON MOUNTAINS AND SEPARATION IN AREAS AFFECTED BY ETHNIC CONFLICTThe author examines the reasons behind the political instrumentalisation and ethnicisation of tourism as a private social practice, allegedly far removed from politics. Using the example of the Austrian Alpine Region specifically, the Duchy of Tyrol during the late Habsburg Monarchy, he demonstrates that this political sphere of action was a promising starting point for the nationalisation of the masses of the masses, especially wherever national circles of various communities had no access to the state apparatus and to classic socialisation organs and, therefore, had to resort to auxiliary measures to socialise nationality. In addition to issuing calls to visit areas close to linguistic and national borders and projecting ethnic partly racial models of segmentation and exclusion, tourism was used as ground for the building of national identity, for strategies of social integration and mobilisation, for establishing new mental maps and links of loyalty.

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