O pensamento educacional contra-hegemônico na América Latina: algumas considerações comparativas entre a Pedagogia Libertadora e a Pedagogia Histórico-crítica

Abstract

This article seeks to highlight the importance of counter hegemonic educational thought in Latin America in the context of the structural crisis of the capitalist mode of production. Facing the upsurge of neoliberal and neoconservative ideology, it observes the attacks perpetrated against liberating pedagogy and historical-critical pedagogy. It is argued that the pedagogical theories in discussion became targets of bourgeois rationality based on their commitment to education and the emancipation of the working class. Accusing the dominant class of trying to attribute equivalence between liberating and the historical-critical thoughts, neglecting their differences concerning philosophical foundations and pedagogical formulations.  In this regard, it takes as orientation the intellectual production of Paulo Freire and Dermeval Saviani, as well as that of their commentators and collaborators, in order to establish summary comparisons between liberating pedagogy and historical-critical pedagogy. For this purpose, it elects as its object of analysis the conceptions of school, educational work,  knowledge, and liberty. From a theoretical-bibliographical approach guided by historical-dialectical materialism, it concludes in defense of counter hegemonic education and of the essentiality of the analyzed theories for the development of a more fair and egalitarian social practice.