Practices of geography integrated to medium-level technical training in the light of historical-critical pedagogy
DOI:
https://doi.org/10.33448/rsd-v9i9.6517Keywords:
Professional education; Educational practices; Historical-critical pedagogy.Abstract
Analyzes the possibility of carrying out educational practices of geography integrated with technical training of medium level in environment in a state school of professional education (EEEP) of ceará in the light of Historical-Critical Pedagogy (PHC), in the perspective of the teaching and student social practice in formal and non-formal educational spaces. As a central question, we have: how to work with pedagogical praxis that promotes the collectivity of students in correlation with teachers in the teaching and learning process that wants to transform the social reality of high school subjects integrated in an EEEP? The analysis started from direct observation in the pedagogical interactions between the Geography teacher, the technical teacher of Water Resources and the 45 students of the 3rd grade of that school. The methodology brings marx's Dialectical Materialism as a reference framework, in addition to an exploratory reflective study, seeking to highlight the moments of initial social practice, problematization, instrumentalization, catharsis and final social practice present in the PHC method, proclaimed by the teacher and philosopher Dermeval Saviani. The results showed the collective construction of the class and its integrative dynamics in its course, bringing teachers and students closer together in the teaching and learning process in an organic and meaningful way. The considerations lead to a class strategy that allows greater interrelationship between teachers and students, as well as the integration of the disciplines of general and technical professional training in a collaborative way.
References
Ceará, Governo do Estado (2008). Lei n° 14.273, de 19 de dezembro de 2008. Dispõe sobre a criação das Escolas Estaduais de Educação profissional – EEEP, no âmbito da Secretaria da Educação. Recuperado de www.educacaoprofissional. seduc.ce.gov.br/.
Ceará. Governo do Estado / Secretaria da Educação – Seduc/Ce (2008). Plano Integrado de Educação profissional e Tecnológica do Estado do Ceará (2008-2010). Fortaleza.
Duarte, N., & Saviani, D. (2012). Pedagogia histórico-crítica e luta de classes na educação escolar. Campinas-SP: Autores Associados.
Gasparin, J. L., & Petenucci, M. C. (2014). Pedagogia histórico crítica: da teoria à prática no contexto escolar. Dia a dia Educação, Paraná, 2, 2289-8. Recuperado de http://www.diadiaeducacao.pr.gov.br/portals/pde/arquivos/2289-8.pdf.
Gasparin, J. L. (2011). Uma didática para a pedagogia histórico-crítica. Campinas, SP: Autores Associados.
Gil, A. C. (2002). Como classificar as pesquisas. Como elaborar projetos de pesquisa, 4, 44-45.
Gramsci, A. (1987). Concepção dialética da história (Vol. 4). Rio de Janeiro: Civilização brasileira.
Kosik, K. (1969). Dialética do concreto (C. Naves & A. Toríbio, Trads.). Rio de Janeiro: Paz e Terra.
Minayo, M. C. D. S. (1994). Pesquisa Social: Teoria, Método e Criatividade. (6a ed.), Petrópolis, editora Vozes.
Pistrak, M. M. (2008). Fundamentos da escola do trabalho. Expressão popular.
Saviani, D. (2011). Pedagogia histórico-crítica: primeiras aproximações. (11a ed.), Campinas: Autores Associados.
Saviani, D. (2012). Escola e democracia: teorias da educação, curvatura da vara, onze teses sobre a educação política. (42a ed.), Campinas: Autores Associados.
Saviani, D. (2019). Pedagogia Histórico-Crítica, quadragésimo ano: novas aproximações. 1. ed. São Paulo: Autores Associados. 1, 368. ISBN 978-85-7496-429-4.
Silva, F. E. M., Abreu Sousa, A., Silva Pereira, A., de Oliveira, M. D. G., Souto, R. N., & Oliveira, E. G de. (2019). An analysis of gasparin's didactics: the possibility of pedagogical praxis? Research, Society and Development, 8(9), 39891316.
Suchodolski, B. (1976). Teoria Marxista de Educação. Lisboa: Editora Estampa.
Vigotski, L. S. (1994). A formação social da mente. São Paulo, Martins Fontes.
Vigotski, L. S. (2001) A construção do pensamento e da linguagem. São Paulo, Martins Fontes.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 FRANCISCO EUGUENYS MEDEIROS DA SILVA
This work is licensed under a Creative Commons Attribution 4.0 International License.
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.