The historical-critical pedagogy as educational paradigm and theoretical-methodological conception for educational product validation at PROFEPT

Abstract

Historical-Critical Pedagogy has its methodological-theoretical tenets based in studies and pedagogical practice from professor Dermeval Saviani, who in opposition to the traditional model  suggests a new teaching paradigm. It is a paradigm with Marxist nature that has as its principles the role of education as an instrument for the development / confrontation of social issues and a school as a space for critical appropriation of knowledge that starts from social reality, problematizing and re-signifying this reality. Therefore, this paper had analysed how Historical-Critical Pedagogy may contribute to teacher training in the Professional and Technological Graduate Programme (PROFEPT). Being more specific, the aim consists in understand how this educational paradigm can build it into a possibility to development, application and validation of the educational product which is the outcome at the end of the course. Historical-Critical Pedagogy, training and teaching praxis have been defined as categories of analysis. In order to understand the object of study and its categories, has been defined the dialectical historical materialism as the method of approach, and as far as methodological procedures are concerned, it consists in a literature review and documentary research that deal with the analysed subject. As a conclusion it is possible to highlight that not all educational products presented at the end of the programme have an educational paradigm that works as methodological-theoretical support into your conception and validation, and, the Historical-Critical Pedagogy, beyond of the combination with your theoretical, methodological and epistemological tenets from PROFEPT, which establishes as a paradigm that adds quality and meaning to the educational products.