Historical-Critical (Marxist) Didactics in Brazil: reflections from the perspective of the authors Tomaschewsky (1966) and Zayas (1999)

Abstract

This article analyzes the foundations of Historical-Critical Didactics, developed by the Marxist theorists of Historical-Critical Pedagogy (HCP) in Brazil, in comparison with the theoretical conceptions of two international authors, Tomaschewsky (1966) and Zayas (1999). The entire investigation is guided by the following problem: to what extent does Historical-Critical Didactics, as part of the pedagogical proposal for critical and emancipatory education in Brazil, represent a concrete alternative to the teaching-learning process, based on the universal theoretical-methodological criteria of historical-dialectical materialist didactics? The method adopted as a reference for this investigation is based on historical-dialectical materialism. The methodology used is a bibliographical review. To this end, an analysis was carried out of the central foundations of Historical-Critical Didactics, from the conception of Duarte (2001), Gasparin (2002), Gasparin and Petenucci (2014), Galvão et. al (2019) and Saviani (1995; 2002; 2008; 2011; 2013), locating the fundamental divergences of these authors in relation to the thinking of the international authors studied in this research. The result achieved shows that, although it takes Marx's thought and Historical-Cultural Psychology as a reference, Historical-Critical Didactics presents important divergences in relation to the thought of international Marxist didactics. This affirms the importance of Historical-Critical Pedagogy and Historical-Critical Didactics for Brazilian education, as a critical theoretical-methodological vision, as long as it is aligned with the universal educational perspective, from the point of view of the proletariat.