ABSTRACT
The present study aims to make explicit an analysis on theoretical-methodological foundations of historical-critical pedagogy. It is a bibliographic research developed through guidelines for reading, analysis and interpretation of philosophical-scientific texts. The hypothesis is that the standing out of historical-critical pedagogical theory starts from the relation between history and philosophy as foundation elements to understand and making effective the pedagogical practice in the school field. Thereby, through a theoretical deepening on the theory, we highlight that history is understood as philosophy content and path, and thus history became the driving force of the school curriculum, and wherefore, of the pedagogical practice. We conclude that the articulation between history and philosophy, through the dialectical conception of history, is paramount for the theoretical-methodological foundation of the historical-critical pedagogy.
Keywords:
History; Philosophy; Education; Historical-critical pedagogy