An analysis of gasparin's didactics: the possibility of pedagogical praxis?
Keywords:Historical-Critical Pedagogy; Teaching work; Teaching; Integral human formation.
The aim of the article is to analyze the didactic proposal of Gasparin (2013) from the work titled "A didactic for historical-critical pedagogy", embodied in the methodology proposed by Professor Dermeval Saviani, which addresses this pedagogy as being An alternative to overcoming the liberal approaches of teacher training in recent decades. The work brings the explanation of the five steps of the pedagogical method proposed by Saviani (2011), synthesized in the didactics of João Luiz Gasparin. As a central question: how to work the pedagogical praxis that promotes the integral education of the students based on the contributions of the didactics of Gasparin grounded in the principles of historical-critical pedagogy (PHC)? The methodology is part of the bibliographic research pertinent to the proposed theme and its epistemological foundations in Marx's historical-dialectical materialism, with a qualitative approach. It seeks as a goal to obtain theoretical knowledge to reach the teaching practice in a historical-critical perspective based on didactic contributions that evidence the feasibility of social transformation of professors and students. The results show that there is a possibility of applying the method that attempts to work the teaching proposal based on the historical-critical pedagogy, thus breaking with the models of liberal approaches and it was also found that through the Socialization of systate knowledge is possible to succeed in integral human formation and social transformation of students. We conclude that in the Gasparin method the teaching work is more dynamic and the dialectical process of practice-theory-practice leads the student to perceive that the contents to be studied establish a relationship with reality and with the totality of social and historical practice.
Freire, P. (1996). Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra.
Gasparin, João Luiz. (2013). Uma didática para a pedagogia histórico-crítica. 5 ed. Campinas: Autores Associados.
Gasparin, J. L. Petenucci, M. C. (2014). Pedagogia histórico crítica: da teoria à prática no contexto escolar. V. 2, n. 02. Disponível em: http://www.diadiaeducacao.pr.gov.br/portals/pde/arquivos/2289-8.pdf. Acesso em 13/06/2019.
Gil, A. C. (2002). Como classificar as pesquisas. Como elaborar projetos de pesquisa, 4, 44-45.
Gil, A. C. (2007). Como elaborar projetos de pesquisa. 4. ed. São Paulo: Atlas.
Minayo, M. C. D. S. (1994). Pesquisa social.
Pistrak, M. M. (2018). Fundamentos da escola do trabalho. Expressão popular.
Sasso de Lima, T. C., & Tamaso Mioto, R. C. (2007). Procedimentos metodológicos na construção do conhecimento científico: a pesquisa bibliográfica. Revista Katálysis, 10.
Saviani, D. (2011). Pedagogia histórico-crítica: primeiras aproximações. 11 ed. Campinas: Autores Associados.
Saviani, D. (2007). Escola e democracia: teorias da educação, curvatura da vara, onze teses sobre a educação política. 39 ed. Campinas: Autores Associados.
Vigotski, L. S. (2001) A construção do pensamento e da linguagem. São Paulo, Martins Fontes.
Vigotski, L. S. (1994). A formação social da mente. São Paulo, Martins Fontes.
How to Cite
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.