Evidence of the categories of historical-critical didactics in the Pedagogical Pedagogy Residency Program

Abstract

This article aims to identify the expression of categories from historical-critical didactics in the reflective records of residents in the Pedagogical Residency Program of the Pedagogy course at the Federal University of Lavras (UFLA). The study theoretically characterizes Historical-Critical Pedagogy, explores its unity with historical-cultural psychology, and discusses the role of reflective records in teaching practice. Reflective records of four residents participating in the Pedagogical Residency Program, in the on-site modality of the Pedagogy course, were analyzed. The analysis of the records indicated an alignment with Historical-Critical Pedagogy, highlighting the ontological dimension of the educational phenomenon, knowledge transmission, and the dialectics of teaching-learning relationships. The results suggest an alignment of the RP nº1/2020 UFLA with categories for historical-critical didactics, thereby pointing towards pathways for promoting educational practices aligned with historical-critical assumptions. The study actions and practices undertaken in the context of the Pedagogical Pedagogy Residency evidenced, based on the reflective records carried out by the residents, denote the concern with the critical dimension in teaching learning and the construction of solid foundations for the development of teaching in basic education, reaffirming the premises of PHC as a theoretical-methodological perspective that promotes critical teaching practices that are committed to the school reality and to everyone who is part of it.