The historical-critical pedagogy in journals in the north and northeast regions

systematized interlocutions

Abstract

The article conducts a systematic review to understand what the scientific journals of the North and Northeast of Brazil are conveying about Historical-Critical Pedagogy (HCP). To that end, a state-of-the-art study was developed analyzing and considering the production disseminated by the following journals: Debates e Educação, Educação em questão, Espaço do currículo, Exitus, Germinal: Marxismo e Educação em Debate and Linguagem, Educação e Sociedade. Using content analysis, grounded on Bardin (2016), through the analysis of titles, abstracts and keywords, 49 studies that address the theme in question were identified. These gave rise to three thematic categories: HCP fundamentals, teacher training and praxis, and curriculum. The studies indicated, based on the dialogue with the theoretical references, that the socialization of classical knowledge in the form of school subject, through educational work, is a primary condition for teaching to materialize from the historical-critical perspective, presenting the defense of the public school, the relevance of historically constructed knowledge, the role of school and teachers in this context to contribute to the construction of social awareness of education as a political action.