THE ROLE OF SCHOOL AND PEDAGOGICAL WORK: notes by the Historical-Critical Tendency

Abstract

The man needs cultural goods to be able to change the environment in which he lives and undo the bonds with the inequality and alienation that compromise his human development. Based on the assumptions of Historical-Critical Pedagogy, we show that the school and the pedagogical work carried out by the teacher play a fundamental role in the emancipation of the social being and in the promotion of possibilities for the transformation of the current social relations. It is necessary, therefore, to think of a didactic that gives meaning to the knowledge offered by the school and that allows students to learn, in fact, for life. This is made possible by integrating scientific knowledge with what the student already brings from his experience of the world, thus resulting in a new elaboration. This article, the result of a bibliographic review, aims to explain the role of the school and the pedagogical practice carried out by the teacher in the light of Historical-Critical Pedagogy in order to contribute to the transformation of society in a fairer and egalitarian space. It is expected to be able to contribute to reflections on the current relationships in society and reflect on the contributions of the Historical-Critical tendency to the formation of a subject with a more critical and emancipatory view.