Pedagogia histórico-crítica: os desafios da dialética nos anos iniciais do ensino fundamental no município de Sousa-PB.

Abstract

This paper deals with Historical-Critical Pedagogy. Initially the pedagogue's training is briefly discussed, some challenges of this professional are exposed today. In this research, specifically highlights difficulties of the pedagogue for the teaching-learning process. Thus, we adopted the historical-critical pedagogy propagated by Dermeval Saviani (1995) in the 80's, a critical theory that worries about the propagation of effective teaching methods. Therefore, of possible transformations in society. The starting question is how to work with dialectics in elementary school, considering the present challenges of the Pedagogue? The presupposition that was established was that a theoretical deepening is necessary to realize the teaching practice consciously in the bias of the historical-critical pedagogy and that through didactics, we can experience the method of the dialectic of this Pedagogy in the initial years of elementary education. The general objective was to analyze the importance of the dialectic strategy as a pedagogical mediation of the Historical-Critical perspective in the teaching- learning process in elementary education, in the city of Sousa, PB. The qualitative methodology with a class experiment based on Saviani's theory was followed by data collection by semi-structured questionnaire and participant observation. It is worth clarifying that the present research is linked to the qualitative experiment of the research entitled "Scientific education in the Pedagogy of Paraíba courses: theoretical-methodological and epistemological issues in the academic-scientific-cultural formation for the intervention" (CNPq, 2010-2018) proposed by Novikoff and associated to the Laboratory of the Group of Studies and Research in Social Representations in / for Teacher Training - LAGERES / CNPq (2010). The instruments adopted were those certified and validated by said laboratory. The data were treated in the light of content analysis (BARDIN, 2011). The results showed the quality of the teaching-learning relationship of historical-critical pedagogy, making it possible to verify the effectiveness of didactics mediated by the dialectic, as well as the organization of teaching work through the five steps (initial social practice, problematization, instrumentalization, catharsis and practice social system) systematized by Saviani (1995) has immediate effect. This dialectical methodology was evidenced as a valuable work instrument for the teaching exercise in the classroom, concretizing itself in practical procedures that assume the steps of the dialectic that are practice-theory-practice