DERMEVAL SAVIANI | A pedagogia histórico-crítica

Summary

This transcript delves into the critical pedagogical theories of education, focusing on the historical development and contradictions within Brazilian educational systems. It discusses the evolution of educational policy and law, from the 1970s to contemporary debates. The speaker critiques dominant educational theories, especially the 'new education,' and seeks to establish a critical theory of pedagogy that challenges existing social structures. Emphasizing Marxist perspectives and historical materialism, the speaker explores the relationship between education, democracy, and societal transformation, offering insights into the development of pedagogical thought in Brazil.

Takeaways

• 😀 The role of school education is to provide individuals with access to formal, systematic knowledge and literate culture.
• 😀 The speaker's first research focused on whether Brazil had a real national education system, concluding that the educational laws did not effectively represent a coherent system.
• 😀 The speaker critiques both traditional and so-called 'new' pedagogies, arguing that neither truly challenge societal inequalities or lead to transformative social change.
• 😀 The research shows that the Law of Guidelines and Bases (LDB) did not reflect a systematic vision of Brazilian education and only perpetuated existing educational frameworks.
• 😀 The speaker’s 1982 work attempted to build a revolutionary theory of pedagogy that transcended both traditional and progressive pedagogical frameworks, incorporating elements from both while overcoming their limitations.
• 😀 Marxist theory plays a central role in the speaker's pedagogical approach, especially in critiquing how education reproduces capitalist ideologies and power structures.
• 😀 The speaker advocates for a pedagogical theory that transcends liberal and Marxist educational critiques, arguing for a more comprehensive theory that truly addresses social transformation.
• 😀 A key part of the speaker’s research includes a historical analysis of Brazilian education, identifying four main periods of educational development from colonial times to the present.
• 😀 The speaker distinguishes the 'traditional pedagogy' rooted in religious control, the 'new pedagogy' that emerged with modern ideas, and the contemporary educational system influenced by neoliberalism and productivity-driven reforms.
• 😀 The speaker stresses the importance of moving from empirical, sensory-based knowledge to a concrete understanding through a dialectical process, emphasizing education as a tool for critical transformation of society.

Q & A

What was the main theme of the speaker's doctoral thesis, and what did it argue about the Brazilian education system?

The main theme of the speaker's doctoral thesis, defended in 1971, was the existence of a national education system in Brazil. The thesis argued that, despite the legal framework, Brazil did not have a functioning national education system as outlined in the Ley de Diretrizes e Bases da Educação Nacional (LDB), and the law failed to establish a systematic vision for Brazilian education.

How does the speaker describe the evolution of educational theories in Brazil, particularly in relation to the 'traditional' and 'new' education?

The speaker explains that the 'traditional' education system, although conservative, was at least aligned with revolutionary ideals, while the 'new' education, which proclaimed itself as progressive and revolutionary, continued to reinforce the existing social conditions without truly transforming them. The speaker criticizes both models for their failure to fundamentally challenge the capitalist society.

What is the concept of 'symbolic violence' in education, and how does it relate to Marxist theory?

The concept of 'symbolic violence' refers to the idea that education, while not overtly violent, enforces social hierarchies and inequalities through cultural domination. In Marxist theory, this violence serves to maintain the existing social order, as schools act as ideological apparatuses that reproduce capitalist ideologies rather than challenging them.

What were the key critiques of the 'new education' and how did these critiques influence the speaker's work?

The key critique of the 'new education' was that, despite its claims of being innovative, it did not fundamentally alter the power structures in society. It failed to address the deeper contradictions of capitalism and continued to reproduce social inequalities. This critique led the speaker to develop a theory that sought to surpass both traditional and new educational models, incorporating their strengths while overcoming their limitations.

What is the significance of the speaker's theory of 'historical-critical pedagogy'?

The theory of 'historical-critical pedagogy' aims to develop a critical pedagogy that goes beyond the limitations of both traditional and new educational theories. It incorporates a Marxist, dialectical-materialist framework to understand and challenge the capitalist society while promoting transformative education that empowers students to critically engage with the world and its contradictions.

How does the speaker define the role of education in society?

The speaker defines the role of education as a means of enabling individuals to access systematically organized knowledge, particularly 'literate culture,' and to critically engage with the societal structures around them. Education should empower individuals to understand and transform the world, particularly in the context of historical and social inequalities.

What does the speaker argue about the relationship between education and democracy?

The speaker argues that education should not merely be about democratic rhetoric but should be genuinely democratic in its practice. Education should facilitate the development of critical thinking and collective action, allowing students to actively participate in shaping their society. The idea is that democracy in schools should be more than just a theoretical concept; it must be embodied in everyday educational practices.

What does the speaker suggest about the historical evolution of Brazilian education?

The speaker provides a historical overview of Brazilian education, dividing it into four main periods: the religious dominance in education from 1549 to 1759, the conflict between traditional and secular education from 1759 to 1930, the rise of new pedagogical ideas from 1932 to 1961, and the ongoing development of educational policies post-1961, particularly with the influence of neoliberal reforms and the capital-human theory.

How does the speaker critique the educational reforms during the military period in Brazil?

The speaker critiques the educational reforms during Brazil's military period for prioritizing efficiency and productivity, which were aligned with neoliberal ideals. Despite some criticisms of the policies, the speaker argues that the underlying productive logic continued to dominate educational reforms, particularly affecting higher education and graduate studies.

What does the speaker propose as a way forward in the development of education?

The speaker proposes the development of a new pedagogical theory that combines the strengths of historical-critical pedagogy while overcoming its limitations. This theory would incorporate Marxist analysis to address the contradictions of capitalist society, aiming to empower students to engage in transformative actions that go beyond mere academic reproduction.