Education and Society
Gramsci and Historical-Critical Pedagogy
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Over the last few decades, the issue of education has been approached from different perspectives. Various educational and pedagogical theories have emerged that have made it possible to understand the relationship between education and teaching and its relevance to social relations and structures in different ways. In order to identify how these questions are posed, the main aim of this book, presented as the result of research, was to identify the correspondences between Antonio Gramsci's educational and social theory and Demerval Saviani's Historical-Critical Pedagogy (HCP). To do this, Gra...
Over the last few decades, the issue of education has been approached from different perspectives. Various educational and pedagogical theories have emerged that have made it possible to understand the relationship between education and teaching and its relevance to social relations and structures in different ways. In order to identify how these questions are posed, the main aim of this book, presented as the result of research, was to identify the correspondences between Antonio Gramsci's educational and social theory and Demerval Saviani's Historical-Critical Pedagogy (HCP). To do this, Gramsci's concepts were mobilised, especially those that underpin his analysis of education: organic intellectual and unitary school; and pedagogical theories were taken up, called by Saviani non-critical and critical-reproductive theories, which resulted in the synthesis of his formulation: the PHC. Once this process was completed, correspondences between the authors were found and presented as a final result. In this way, this work aims to contribute to the debate on education and society.
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