KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS?

Authors

  • JULIANA CAMPREGHER PASQUALINI Departamento de Psicologia, Universidade Estadual Paulista (UNESP)
  • TIAGO NICOLA LAVOURA Universidade Estadual de Santa Cruz (UESC).

Keywords:

School education, Pedagogical theory, Knowledge transmission, Critical-historical pedagogy

Abstract

The article seeks to contribute to the debate regarding the defense of the transmission of
the scientific, artistic and philosophical knowledge claimed by historical-critical pedagogy in the current
political-cultural context of obscurantism and attacks on reason. Based on theoretical-conceptual investigation of bibliographic nature, it explores the differences between the critical-historical
proposition and traditional teaching methods, arguing that the divergences with non-directive
pedagogies do not grant a rehabilitation of traditional pedagogy, marked by the prevalence of inductive
method, by verbalism and by the a-critical apprehension of the relationship between school and society.
It is concluded that critical-historical pedagogy preserves the principle of the transmission of
knowledge for every student, but, once it is based on another conception of knowledge, it is carried out
from another method and subordinates itself to a different purpose, that principle is requalified,
pursuing praxis. Finally, the understanding of the transmission of knowledge as a principle of
ontological - and not didactic or operational – nature within the educational process is postulated. 

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Published

2020-10-30

How to Cite

CAMPREGHER PASQUALINI, J., & NICOLA LAVOURA, T. . (2020). KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS?. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/38031

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

License

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