Historical-critical pedagogy within the framework of counter-hegemonic pedagogical ideas

Abstract

This article aims to point out the contributions of Historical-Critical Pedagogy, within the framework of counter-hegemonic pedagogical ideas, guiding the understanding of the educational phenomenon, contributing to the change of pedagogical practice, in the sense of articulating it to the interests of the working class. Considering the relevance of the elaborations developed collectively about the PHC, which range from the holding of events, courses and disciplines, books, articles, theses and dissertations, we indicate the need for balances of the production of knowledge, which enter into the analysis of the content of these productions, indicating advances and possible gaps to be collectively assumed.