O papel da escola no processo de transformação social segundo a pedagogia histórico-crítica de Dermeval Saviani

Abstract

This undergraduated was developed in the line of research Education, Culture and Society. In this, we propose to discuss the role of the school in the process of social transformation according to the Historical-Critical Pedagogy, whose creator is the Brazilian teacher educator, Dermeval Saviani. This is a bibliographic research, with the following research problem: how does Dermeval Saviani understand the process of social transformation? How to analyze political struggles inside and outside the school? And what role does the school and pedagogical practices play in this process? To answer these questions, we initially present some conceptions of social transformation. We present the fundamentals of Historical-Critical Pedagogy and analyze the political meaning of the school according to this theory. So, the research shows that it deals with a well-articulated pedagogical theory, which places education at the service of the working class and the structural change of society, defends that through critical school education, capable of forming individuals aware of their role in society, able to understand the contradictions of social reality and to act in a transforming way on it. However, although the school has an important role in society, we understand that it is a field of dispute and we consider that it is a space of struggles. In this context of struggle, school knowledge can open gaps and bring about some changes, but the history of revolutions shows us that it is outside of school that workers seek information and training when they are in struggle. The conditions for the practice emerged in the concrete struggle of the working classes.