Pedagogia Histórico-Crítica: inovação e análise da Resolução CNE/CP nº 4, de 29 de maio de 2024

Abstract

The work developed in this thesis assumes as its theme the concept of innovation from the theoretical-methodological assumptions of Historical-Critical Pedagogy (PHC). The general objective is to identify this concept within the scope of the aforementioned critical pedagogical theory, as well as, from it, to analyze the assumptions of innovation in the teachers training, above all, considering the national curriculum parameters expressed in Resolution CNE/CP nº 4, of 05/29/2024, which establishes the new national curriculum guidelines for the Initial Formation of Basic Education Teachers. It seeks to answer the following problem: what is the concept of innovation in Historical-Critical Pedagogy and to what extent, based on this concept, can Resolution CNE/CP n° 4, of May 29, 2024, be evaluated? To reach the answer to the research question, a bibliographic survey was used, which identified and analyzed the official documents that guide the innovation in policies aimed at teacher training in Brazil, according to the theoretical bases of PHC. We established Historical-Dialectical materialism as an epistemological assumption, which subsidized the recognition of the object of innovation from the multiple determinations that dialectically respond to the relations constituted by the political-social structure of the capitalist mode of production. The construction of the concrete aspects, which comprise the materiality of phenomenon, responded to the historical development of the object through the mediation of the following categories of analysis: contradiction, mediations and totality. We took four axes of analysis to conduct the methodological path, which are: 1) characterization of the concept of innovation based on the review of the bibliography in the field of initial teacher education; 2) identification of the concept of innovation within the philosophical foundations of historical-dialectical materialism; 3) identification and characterization of innovation in educational trends according to PHC; and 4) characterization and analysis of the concept of innovation in the 2024 Resolution based on the assumptions of the PHC. We conclude that the concept of innovation in the pedagogical currents characterized by Saviani (2018) as noncritical, as they produce only superficial modifications, has historically been conformed as a process of reification of scientific/technological knowledge, which accelerates the production of surplus value and instrumentalizes the so-called technocentric innovation in the forms of the current neo-technicist model of education. Based on the elaboration of Saviani (1980, 2011), it is concluded that when PHC assumes the context of social practice to establish new purposes of its educational action, a set of theoretical-methodological elements is constituted that guide the process based on the transforming action of concrete reality. Thus, critical pedagogy innovates in method, but unlike non-critical pedagogies, which elaborate a type of innovation that corresponds exclusively to the internal problems of teaching, it considers the problems that emerge from/in social practice and is established by catharsis, roughly understood as the elevation of awareness of oneself and of the natural and social world to a higher level, which takes place as a leap in the quality of consciousness and action, or rather, of praxis. From this framework, it was possible to identify that the curriculum policy for teacher training, outlined in the aforementioned 2024 guideline, is based on a neo-productivist conception of innovation, and conceives educational processes in a dichotomized way from the reality that structures the basis of the capitalist mode of production.