Como A Tendência Pedagógica Tradicional Se Faz Presente Na Pedagogia Crítica

Palavras-chave

pedagogia tradicional; pedagogia crítica; conteúdos sistematizados

Autores

• Maria Eduarda Cunha

Abstract

The aim of this study is to analyze how the content-centered issue – a central element of traditional pedagogy – resonates in critical pedagogy. For this purpose, the research corpus was based on the theoretical work of Libâneo (2006), Saviani (2008), and Arendt (2003). It was guided by the interpretative qualitative approach of Bortoni-Ricardo (2008) and utilized bibliographic research, grounded in theoretical productions related to the concepts of: the valorization of systematized content, the authority of the teacher, and the socialization of knowledge. In this way, we investigated the connections of these concepts, which belong to traditional pedagogy, with critical pedagogy, noting that the latter advocates for the active assimilation of knowledge, previously overlooked by the traditional approach. We also emphasize that this pedagogical trend defends the scientific authority of the teacher in the socialization of scientific knowledge as an essential tool for transforming the social reality of students.