THE CLASS CONFLICT, THE WORK OF TEACHING AND THE HISTORICALCRITICAL PEDAGOGY IN SCHOOL EDUCATION
Our objective of supporting the thesis according to which the pedagogical shocks establish an expression of the class conflict in school education takes us to the analysis of the influence of the pedagogies of the “learn to learn” in the official teaching system of São Paulo state and how much suc...
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| Format: | Article |
| Language: | Portuguese |
| Published: |
Universidade Federal da Bahia
2013-12-01
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| Series: | Germinal : Marxismo e Educação em Debate |
| Subjects: | |
| Online Access: | http://www.portalseer.ufba.br/index.php/revistagerminal/article/view/9698/7086 |
| Summary: | Our objective of supporting the thesis according to which the pedagogical shocks establish an
expression of the class conflict in school education takes us to the analysis of the influence of the
pedagogies of the “learn to learn” in the official teaching system of São Paulo state and how much such
pedagogies add to mischaracterize the teachers’ work and the very own scholastic institution. We observe
that in the case under analysis there is an imposition of the pedagogical orientation that occurs
accompanied with a political-administrative restructuration that empowers the coercion and ordering
mechanisms in the state teaching system, an imposition that negatively impacts on the working conditions
and that stimulates the alienation of the teachers’ work, collaborating for the growth of professional
diseases. By identifying in the pedagogies of the “learn to learn” the objective of adapting individuals to
the class society, we evidence the theoretical and methodological fundaments of the historical-critical
pedagogy as a counterpoint. |
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| ISSN: | 2175-5604 2175-5604 |