SÁ, T. B.; http://lattes.cnpq.br/2273796069661570; SÁ, Tatiane Braga de.
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
