A pedagogia histórico-crítica: superação e incorporação de metodologias ativas no processo educativo

Abstract

The discussions that place the student at the center of the teaching-learning process have been increasing and are becoming more evident in schools, creating space for the application of new methods—known as active methods—that primarily promise innovation. In this context, much research has focused on explaining how or why to implement these methods, while few studies seek to critically analyze the ideological context. As a result, active methodologies are often applied in school settings as manuals to be followed, without questioning their essence and true meaning. In this regard, the general objective of this study is to highlight Historical-Critical Pedagogy as both an incorporation and an overcoming of Active Learning Methodologies within the educational process. It does so by opposing common conceptions of teaching and learning, as well as the roles of students and teachers, emphasizing the specific nature of schoolwork in transmitting historically developed knowledge. To achieve this objective, a bibliographical study was conducted based on the principles of historical and dialectical materialism, which allow for the analysis and understanding of the object in its historicity, situated within a dialectical context of production, reproduction, and transformation. It is understood that shifting the focus of educational work to the process, to the detriment of the result, positions the use of active learning methodologies as ends in themselves. This mischaracterizes them as methodological tools and diminishes the role of teaching in the transmission of historically developed knowledge, favoring student protagonism and interest over content, and reducing the teaching-learning processes to the development of immediate attitudinal knowledge, skills, and competencies that serve market logic. We advocate for the incorporation of such methodologies, provided the importance of transmitting scientific knowledge is recognized, grounded in a solid understanding of the specific nature of education. Therefore, this study is justified by the relevance and need for a critical analysis that can support new discussions on different ways of perceiving the phenomenon presented, enabling more conscious and awareness-raising practices.