Educational work in Historical-Critical Pedagogy and the priority of the most elaborate content in school education: a critical reflection

Abstract

We problematize and briefly discuss in this article the conception of educational work through the Historical-Critical pedagogical theory, through a bibliographic review and theoretical contribution of the works of Dermeval Saviani, Newton Duarte, contemporary researchers and classical authors of Marxist ontology. From syncretic education to the systematic and organized elaboration of knowledge, human being has become the maker of his own history from the creation of a 'second nature', the social being, of which education is also a part. Educational work, in its active, direct and intentional sense, allows humanity to become human, incorporating as a foundation the universality of culture, in its richness of scientific, artistic and philosophical knowledge. But not all this historical framework of knowledge and learning reaches the working class, in the face of the interests of the dominant classes and the contradictory nature of education. Therefore, we assume the importance of educational work as a critical starting point, in search of a technical and political commitment for a human formation of those who need it most, as a synthesis of unfavorable historical-social relations in the struggle to overcome exploitation and inequalities.