Um paradigma em movimento: articulando gênero a pedagogia histórico-crítica

Abstract

This study aims to address the Historical-Critical Pedagogy (PHC), developed by Dermeval Saviani, understanding it as a revolutionary alternative distinct from both traditional pedagogies and critical-reproducitivist theories. By analyzing its foundations, we align PHC with historical-dialectical materialism, highlighting its inherent affinity with Marxism. To achieve this objective, the methodology is grounded in qualitative research through a literature review, organized into two distinct stages. Initially, a survey of existing scholarship on the subject was conducted to identify theoretical gaps; subsequently, an analysis was performed regarding the possibilities for articulating the studied themes. Understanding contemporaneity as a period marked by a plurality of intersectional social problems caused by the crushing logic of the system, it becomes necessary to analyze this complexity. For this reason, it is proposed to explore whether gender issues have a space for discussion within PHC. To this end, feminist theories are brought into dialogue with Marxist theories, giving space, for instance, to Lise Vogel’s Social Reproduction Theory, which substantiates precisely the need for a convergence between these two paradigms. We understand that, given the complexity of today’s world, gender issues intersect with class oppression and are, in fact, responsible for its continuity. Based on the investigation conducted, a gap is identified in the articulation between PHC and gender issues, although possible points of convergence exist. Consequently, it is understood that gender must be an integral part of a counter-hegemonic pedagogical proposal, establishing itself not merely as curricular content, but as an analytical category of social problematization—an essential stage of the PHC method itself.