Historical-Critical Didactics: contributions to the educational act
DOI:
https://doi.org/10.5007/2175-795X.2022.e88370Keywords:
Historical-critical Pedagogy, Historical-critical Didactics, Teaching-learning, Omnilateral FormationAbstract
The article analyzes the contributions of Historical-Critical Didactics to the teaching-learning process, to teacher training and teaching practice. Therefore, we inquire about the contributions of Historical-Critical Didactics to the teaching-learning process and focus on the theoretical-methodological bases of the pedagogical theory systematized by Dermeval Saviani, in order to highlight the pedagogical-didactic implications for the educational act. Regarding to theoretical-methodological references, the research has its foundations in Marx's theory of social being and in his critical-dialectical method. We resort to bibliographic research, notably texts and books by Marxian and Marxist thinkers. Didactics is understood as a theory of teaching as a concrete totality, therefore, it is the science of the teaching and learning process. The results point to the objectivity and pedagogical power of PHC's pedagogical method, as well as to the need for a dialectical method in the understanding of educational practice and its educational purposes in the capitalist social order. The contribution of didactics to training and teaching practice consists in the production of knowledge that enhances the conditions for the effectiveness of the teaching-learning process, having the social practice of students as a starting and ending point, with a view to contributing to the omnilateral formation of individuals.
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