Limites e possibilidades de apropriação da pedagogia histórico-crítica na prática escolar

Abstract

This article reflects on the limits and possibilities of carrying out a school practice on the basis of the historical-critical pedagogy under the aegis of capital. Although some obstacles for the objectivation of the historical-critical pedagogy have already been stressed by its precursor (Saviani, 1994, 2003), we believe that an ontological analysis of the possibilities of appropriating the historical-critical pedagogy is necessary to identify in the social beings, the teachers, their ability to think against their thinking and thus to work out an educational teleology in accordance with an emancipating educational practice. This implies a school practice that has as its teleology an education against capital