REPENSANDO O CURRÍCULO ESCOLAR:  aportes da Pedagogia Histórico-Crítica e da Psicologia Histórico-Cultural

Francisco José Carvalho Mazzeu; Eliza Maria Barbosa; Newton Duarte

doi:10.22478/ufpb.1983-1579.2018v2n11.41597

RETHINKING THE SCHOOL CURRICULUM

contributions from Historical-Critical Pedagogy and Historical-Cultural Psychology

Authors

Francisco José Carvalho Mazzeu Paulista State University, Brazil. https://orcid.org/0000-0001-8738-5131
Eliza Maria Barbosa Paulista State University, Brazil. https://orcid.org/0000-0002-9452-6008
Newton Duarte Paulista State University, Brazil. https://orcid.org/0000-0003-1837-8004

DOI:

https://doi.org/10.22478/ufpb.1983-1579.2018v2n11.41597

Keywords:

Curriculum, Historical-Critical Pedagogy, Historical Psychology Culture

Abstract

In the wake of these and other reflections, several experiences were developed and are being developed in the development and implementation of curricular proposals based on Historical-Critical Pedagogy. The state of Paraná, for example, from the 1990s onwards, put into practice several proposals at the state, regional and municipal levels, inspired by this theoretical current. However, publications based on this approach still need an effort of greater articulation and deepening, in order to contribute in a more systematic way to the debates in this field. Therefore, the present dossier of the Revista Espaço do Currículo sought to gather contributions from different researchers working with this theoretical line, covering everything from the fundamentals for the construction of curricular proposals to concrete examples of initiatives that have already been or have been put into practice based on on those fundamentals.

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Author Biographies

Francisco José Carvalho Mazzeu, Paulista State University, Brazil.

PhD in Fundamentals of Education by the Federal University of São Carlos and Free Teaching in Fundamentals of Literacy by the Universidade Estadual Paulista.

Eliza Maria Barbosa, Paulista State University, Brazil.

PhD in School Education from Universidade Estadual Paulista Júlio de Mesquita Filho and Assistant Professor PhD II from Universidade Estadual Paulista.

Newton Duarte, Paulista State University, Brazil.

PhD in Education from the State University of Campinas and Full Professor at the State University of São Paulo Júlio de Mesquita Filho.

References

SAVIANI, Dermeval. Pedagogia histórico-crítica: primeiras aproximações. 11. ed. rev. Campinas, SP: Autores Associados, 2011. (Coleção educação contemporânea)

SAVIANI, Dermeval. Educação: do senso comum à consciência filosófica. 11. ed. Campinas, SP: Autores Associados, 1996. (Coleção educação contemporânea)

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Published

2018-08-31

How to Cite

MAZZEU, Francisco José Carvalho; BARBOSA, Eliza Maria; DUARTE, Newton. RETHINKING THE SCHOOL CURRICULUM: contributions from Historical-Critical Pedagogy and Historical-Cultural Psychology. Revista Espaço do Currículo, [S. l.], v. 2, n. 11, p. 134–138, 2018. DOI: 10.22478/ufpb.1983-1579.2018v2n11.41597. Disponível em: https://periodicos.ufpb.br/index.php/rec/article/view/41597. Acesso em: 11 oct. 2026.

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Issue

Vol.11, N.2 (2018) REPENSANDO O CURRÍCULO ESCOLAR: aportes da Pedagogia Histórico-Crítica e da Psicologia Histórico-Cultural

Section

Presentation

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