Quality of education from the perspective of historical-critical pedagogy: some approaches

Abstract

This article discusses the theme of quality of education, from the perspective of Historical-Critical Pedagogy (PHC), in the sense of building some analytical references, present in this pedagogical theory. It addresses its conception of the world, society and education, highlighting those elements that could qualify the nature, properties and desirable attributes of a quality educational process. The appropriation of scientific, artistic and philosophical knowledge occurs through a systematic pedagogical practice, developed from concrete reality and political commitment. Historical-Critical Pedagogy consists of a political-pedagogical, counter-hegemonic theory that defends the access of the working class to the knowledge historically produced by humanity. In this perspective, what is meant by quality education differs from the standard imposed by capitalist society. In this sense, PHC stands in defense of the quality public school and its importance within society through the reorganization of educational work, having as its primary axis the systematized knowledge under which the specificity of school education is defined.