Historical-Critical Methodology in Educational Research

Authors

DOI:

https://doi.org/10.1590/2175-6236130601vs01

Keywords:

Historical-Critical Pedagogy, Saviani, Methodology, Educational Policy

Abstract

The Historical-Critical Pedagogy (HCP), developed by Dermeval Saviani, is an important educational perspective that considers history, society, and power as determining factors, allowing the analysis of the educational field, especially those resulting from public policies. The aim of this article is to present it as a methodology for research in the field of education. This is an analytical, bibliographical essay on the works of Saviani (2021a; 2021c), which also provides theoretical and epistemological support for the investigation. In summary, Historical-Critical Pedagogy (HCP) presents assumptions that, in addition to theory, are considered necessary for the consolidation of a research methodology for analyzing the educational field, making it possible to perceive contradictions and power relations between groups in educational policies.

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Author Biographies

Marlon Sandro Lesnieski, Universidade do Oeste de Santa Catarina (UNOESC), Joaçaba/SC – Brazil

Marlon Sandro Lesnieski is a PhD student in Education at the University of Western Santa Catarina - UNOESC (PROSUC/CAPES Scholarship, in Modality II). He has a master's degree in Communication Sciences from the University of Vale do Rio dos Sinos (2012), a specialization in Creation and Production in Communication from UNOESC (2009) and a bachelor's degree in Social Communication from UNOESC (2007). He has a degree in History from UNIASSELVI (2022). Currently, he is a professor of Management and Business courses at the National Commercial Learning Service SENAC / SC. UNICAMP (QUALIS A3). 

Marcio Giusti Trevisol, Universidade do Oeste de Santa Catarina (UNOESC), Joaçaba/SC – Brasil

Marcio Giusti Trevisol é doutor em Educação pela Universidade de Passo Fundo (UPF) e mestre em Ética e Filosofia Política pela Universidade Federal de Santa Catarina (UFSC). Especialista em Metodologia do Ensino de Filosofia pela Universidade de Passo Fundo (UPF) e possui graduação em Filosofia pelo Centro Universitário Assunção (UNIFAI). Atualmente, é professor na Universidade do Oeste de Santa Catarina (Unoesc), onde atua no Programa de Pós-Graduação em Educação, na linha de pesquisa Educação, Políticas Públicas e Cidadania.

Gabrielle José da Silva, Universidade do Oeste de Santa Catarina (UNOESC), Joaçaba/SC – Brasil

Gabrielle José da Silva é acadêmica do curso de Direito pela Universidade do Oeste de Santa Catarina (UNOESC - Joaçaba) e membro do Grupo de Estudos e Pesquisas em Processos e Políticas Educacionais realizado no Programa de Pós-graduação em Educação da Universidade do Oeste de Santa Catarina.

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Published

2024-09-12

How to Cite

Lesnieski, M. S., Trevisol, M. G., & da Silva, G. J. (2024). Historical-Critical Methodology in Educational Research. Educação & Realidade [Education & Reality], 49. https://doi.org/10.1590/2175-6236130601vs01

Issue

Vol. 49 (2024)

Section

Articles

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Copyright (c) 2024 Educação & Realidade [Education & Reality]

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