Guiding principles for the systematization of nuclear contents of school critical environmental education based on historical-critical pedagogy

Abstract

In this article, we sought to propose guiding principles for the systematization of core contents of critical school environmental education based on Historical-Critical Pedagogy (PHC). These principles are based on the philosophical conception of the social being of historical-dialectical materialism, which is incorporated by the PHC and which is expressed in education, based on didactic mediation, having as background methodological assumptions of dialectical teaching. These proposed categorical principles are: totality, praxis, historicity, socio-environmental reality through work and human emancipation. We present some didactic-pedagogical fundamentals for the teaching of core contents, based on the dialectical meaning of didactic mediation, namely: the objectivity of the scientific approach, the contemporaneity of the teaching content, the suitability of the content to the socio-cognitive possibilities of the student and its social relevance as a support for pedagogical actions. With regard to the methodological principles of dialectical teaching, the movement from syncresis to synthesis, from appearance to essence, must be promoted; recognize the provisional nature and historicity of knowledge; simultaneity as data from reality and the possibility of expanding the complexity of knowledge with regard to student development. We conclude by the four guiding principles: thinking according to the category of totality, in its historical movement; praxis as a dialectical category that articulates acting and thinking based on objectively and materially existing materiality, seeking to account for life; interpret the facts through the historical apprehension of the construction process of socio-environmental reality through the work category and act in the sense of enabling necessary transformations for human emancipation.