TRAINING OF TEACHER PEDAGOGUE AT THE CONTEXT OF COUNTER-REFORMS IN THE LIGHT OF HISTORIC-CRITICAL PEDAGOGY

Abstract

The objective is to analyse the training and the work of the teacher pedagogue at the context of neoliberal counter-reforms from the thesis of historic-critical pedagogy aiming at extracting contributions for the development of pedagogical practices that in their intentionality prime for solid theoretical-practical y political training of the pedagogues. The study problematizes the training of teachers at higher education at the context of globalization of the capital and the redefinition of the finalities of Brazilian university. It also analyses the DCNP from 2006 to 02/2019 and the neotecnicism at the context of withdraw of theory. The study has as its theoretical-methodological basis the ontognosiological foundations of Marx's social being theory and his dialectical method, resort to Marx (1978; 1983), and to the marxist Kosik (1995), Paulo Netto (2009) and Frigoto (2006; 2017), and also to pedagogy as a science of and for the educative praxis Saviani (2004; 2005; 2008a; 2008b; 2010). And to didactic as a theory of teaching as social practice and concrete totality Faria (2011; 2012; 2018). The analysis indicate that to the counter-hegemonic pedagogical and didactic thinking, proper of historic-critical pedagogy, falls the task of explaining the educative practice and the teaching as a complex phenomenon and a concrete totality. It points out to the need of the axis of curricular organization of pedagogy course to take as base the history of elementary school, as well as configure a training based upon the classics. Affording the teacher pedagogues the development of an acute consciousness of the finalities of school education and pedagogical practice, as well as it proposes the active, collective and purposeful resistance in defence of education and of public school.