The teaching of the pedagogical ideas’ history in brazil in the Education History discipline: the importance of historical-critical pedagogy in teacher education

Abstract

This article aims to present a study on the teaching of the pedagogical ideas’ history, in the context of the teacher training, seeking to deepen reflection on the importance and validity of the Historical-Critical Pedagogy’ study in the Education History discipline, in the undergraduate courses curricula. From the book “History of pedagogical ideas in Brazil”, our objective is to demonstrate that the study of the pedagogical theories, throughout Brazilian history, allows students to develop a critical and profound perception about the development of capitalist relations of production, of so that they are able to make a historical reading of education, always treated in context, making it possible to position themselves in front of it as subjects of history and their own narrative. Adopting the theoretical referential of the historical and dialectical materialism, we defend the importance of studying the pedagogical theories for the understanding the movement that led to the proposal of skills and competences of the National Common Curricular Base (BNCC) and of the BNC-Training, just like the consequences that this proposal brings to the students’ education, making the teaching-learning process precarious and making it difficult to understand the concrete reality that we experience in the wake of neoliberalism.