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This paper approaches the relation between school education and psychic development in the light of cultural-historical theory and critical-historical pedagogy, discussing the triad form-content-receiver of teaching in the context of early childhood education. Considering the goal of developing the bases of theoretical thinking in children, the paper analyses role-play as leading activity in preschool and explores the contributions of child literature, highlighting the importance of providing access to artistic works which depict reality in an imaginative form as multisided and in permanent movement.

This paper seeks to contribute to the debate on the use of Information and Communication Technologies (ICT) in education, under the reference of the historical-critical pedagogy. We highlight aspects to be taken into account in this debate, from the conception that education is a specific field of class struggle. We discuss the possibilities of fetishization of these technologies in a world where technological determinism is part of hegemonic thinking, largely marked by disputes meanings, and the pressures of hegemonic groups to the production and movement of goods. From the criticism of this hegemonic sense, we emphasize the potential of ICT as enriching the educational work, provided these are appropriate for purposes subject to autonomously defined aims, connected to the humanization process of education.

Based on a research project conducted in a nursery school located in the outskirts of a mediumsized city in the State of São Paulo, founded on Historical-Dialectical Materialist principles, this papers addresses the problem of the goals of early childhood education from the perspective of cultural-historical psychology and critical-historical pedagogy. Pedagogical principles regarding child’s omnilateral development, motive formation, complexification of the child’s activity structure, formation of the bases of theoretical thinking and formation of the communist attitude are presented and discussed.

This paper aims to show some contributions of historical critical pedagogy to Geography teaching. Such thoughts aim to discuss how this teaching enters school education in the context of neoliberalism. Assuming that the emptiness in Geography teaching in school education is a result of Brazilian educational policies in neoliberalism, we intend to characterize the impairment of the critical perspective on this area of knowledge and present some contributions of historical critical pedagogy to face and overcome the current order. Besides, we seek to highlight the required knowledge to achieve an education that contributes to build a different society.

This paper presents the methodological process and results of a research project in which the main objective was to verify the development of scientific concepts in participants by analyzing human history using movies from different historical periods. The discussions hereby exposed are a product of seven years of teaching, researching and extracurricular activities. The study was based on the foundations of Cultural-Historical Psychology and Critical-Historical Pedagogy, defending the idea that the educational work is the main element for promotion of human development. It is also understood that art and science present themselves as human products that are possible of being appropriated by man, in order to promote maximum psychological development. We concluded that the systematization of the pedagogic work offered conditions for the research subjects to achieve conceptual progress.

The paper analyses the relation between school education and worldview from the perspective of historical-critical pedagogy. This pedagogy defends the teaching and the learning of the classics productions of human history in the fields of natural and social science, arts and philosophy. To teach and to learn the human historical experience synthetized in the classics is a path to the formation/transformation of the worldview of both students and teachers. This pedagogy adopts the dialectical-historical materialism as the most developed and critical worldview and defends that school contents and methods can make important contributions to the spreading of this worldview. In this sense, the historical critical pedagogy does not endorse the Wittgenstein’s silence about the ontological discussion.

Taking into account the centrality of category “mediation” according to the dialectical concept to approach historical-critical pedagogy in intermediation with historical-cultural psychology, this article starts by characterizing dialectic logic departing from its formulation by Hegel and corresponding criticism by Marx and its reformulation on materialist bases. Next, in order to show the character of dialectics as an expression the movement of reality itself, this paper presents the controversy between induction and deduction in philosophical science. At a second stage, this study examines the meaning of category “mediation” in historical-critical pedagogy, whose intermediation with historical-cultural psychology is the object of the third section of this article.

The objective of this paper is to promote a reflection on the relations established between education and development, primarily from the 1990s of the last century. The reason for this is due to the inadequacy of more or less direct character assigned to that relationship, making assume that the field of education has the ability to influence the economic and social development with the emphasis assigned to it by the media and even some official speeches. The concern with this issue is even more accentuated in recent years by both the role assigned to the Federal Institutes of Education, Science and Technology in this process, as the finding of a growing process of shifting public resources to private agencies working in the educational field and also by the investee which had been observed, both in public and in private, to promote changes within the Secondary and Vocational Education in order to improper relationships mentioned above.

The formation of intellectuals, in Gramscian terms (GRAMSCI, 2000), was addressed throughout our academic career, for example, Villela (2003; 2008; 2009; 2010-2012; 2011; 2012; 2014). This article aims to resume some relationships between education of intellectuals in Italy for years 1920, the organization of industrialization in São Paulo and the construction of bourgeois hegemony in Brazil. In this paper I review my dissertation, Villela (2003), whose aim was to understand the rationalization of work processes in architectural offices. This dissertation possible to trace, among other things, another story of the relationship between architecture and state in Brazil from industrialization in São Paulo. Based on the notion of intellectuals Gramsci, we discuss the extended state design and envision a particular kind of state, which in our case is the State industrialist. And relate interested in public policy of that State for industrialization industries office designed by Rino Levi Architects Associate SC Ltda. (ERLAA) that has developed over the decades its activities from 1920 to 1990, many projects in the city of São Paulo. The relationship proposed here is unprecedented. Grounded in this relationship, put in another scene about the formation of intellectuals and hegemony, a Gramscian point of view.

This paper develops a theoretical reinterpretation of Marx’s formulations Productive Work, aiming to better understand the work of teachers in higher education institutions considering the current stage of capitalism. In the context of the emergence of new industries, under the regime of globalization of financial predominance, the multiplication of forms of capital appreciation signals the strategic role of education and creates new mechanisms of exploitation of labor power. This new rationality makes the university constituent part of the service industry to modify the nature of teaching, taking it as part of the value chain and the scientific production of expropriation as an instrument of knowledge worker and its appropriation by capital.

The aim of this paper is to indicate some elements in sociosexual division of labor in the port sector, more specifically the Port of Santos, offering preliminar hints about this division emphasizing women’s work.

The paper analyzes the capitalism characteristics in the Portuguese social formation, considering economic groups in Portugal before and after of April 25. Detailing the characteristics of these economic groups, the author concludes that the principal shareholders of most economic and financial groups operating in Portugal, are transnational groups, some companies belonging to foreign States and other large economic and financial groups operating on a global scale. Accordingly, the State role, given the fragility towards these groups, is of simple server and executor of policies dictated by these groups directly or, indirectly by international organizations that represent and defend their interests, like the IMF, the Commission European, the World Bank, even the OECD, etc. Argues that given the growing globalization and increased threats of all kinds, one needs in Portugal is a strong State that defend the national sovereignty, able of promote the growth and sustained development of the country, and to defend the Portuguese of threats and constant attacks to a life with a minimum of human dignity.

The paper presents an Idea of Marxist investigation on school as a social form, founded in the concepts of fetishism and reification. It departs from the contraposition between a concrete and particular schooling situation and its universal and formal definitions to reflect upon and propose a manner to understand the configurations of the relationship between school and society.

This article is the result of the research work been carried on by the research group History of Education and Early Childhood Education at Federal University of São Carlos. The aim of this paper is to present possibilities and paths for the application of the principles of Pedagogia Histórico-Crítica for Early Childhood Education. Therefore we expect that this article generate discussions in order to improve methodologically and pedagogically our Early Childhood Education.

This article aims to present the trajectory deployment of historical-critical pedagogy and cultural-historical theory in the Early Childhood Education from Municipal System of Education of Bauru and emphasize the process of formulating a new Pedagogical proposal anchored in the Marxist perspective, discussing the progress and difficulties encountered in the preparation of this document to ensure the principles of this concept in the theoretical and practical education of the collective. Therefore, it was necessary to recover the memory of the work at this stage of education since its implementation in the city, because it is understood that to investigate the educational past is possible to understand the theoretical position adopted for the realization of the formal character of the school children assumes within this pedagogy. For the organization of the study , we chose an experience report , for better suit the purposes of this paper and allow to know the variables that contributed to the choice of the historical-critical pedagogy and cultural-historical theory as a theoretical unit privileged to teach the child zero to five years.

This paper is situated within the history of education and its purpose is to investigate the challenges of institutionalization of historical-critical pedagogy (PHC) at the early elementary school years in municipal network Itaipulândia-PR. In it, we try to analyze briefly articulated with the proposals and actions carried out over several years, especially in 2010 itaipulandiense educational trajectory. These achievements currently make up the municipal public education policy that includes training programs that articulate with better working conditions, teaching and learning. Based on documents and literature review, discuss and seek to understand how the teachers of this county propositions developed from the study of the major challenges that the historical-critical pedagogy faces in Brazilian education, using experiences, educational programs and projects of State Governments and federal. In addressing the specific conditions that focus on education, the school and the organization of the teaching work through the analysis of its historical and educational history, we intend to analyze the process of institutionalization and implementation of this pedagogical trend in the early years of basic education in the municipality of Itaipulândia.

This paper aims to show a practice of historical-critical pedagogy in the educational process of teaching and learning. The issue of this directive teaching and was thus formulated: Can the historicalcritical pedagogy constitute theoretically and practically in a teaching in undergraduate and the work of teachers in public schools and municipal governments? The theoretical and methodological work is the historical and dialectical materialism. The report deals with the historical-critical pedagogy in its practical application in the classroom. The methodology in undergraduate courses consists of the presentation of the fundamentals of historical and dialectical materialism and historical-cultural theory, and an explanation of the steps of the historical-critical pedagogy and accompanying didactic. In advising the municipal education follows the same theoretical framework plus the planning units of content that will be effectively applied in the classroom. The results of theoretical and practical work with undergraduates and teachers of state schools and the teachers of the prefectures show positive results for students' learning, but also highlight the need for further theoretical and the struggle for the right conditions to effective implementation of the historical-critical pedagogy and its teaching in schools.

This paper addresses the emergence of the fecund concept of imperialism, in the second decade of the twentieth century, the mistrust in their use that is installed in the 1970s, his return in the 1990s and early twenty-first century, appropriated by reformist and conciliatory views. However, within the current context, brings back Lenin and Gramcsi, settles in the left the debate whose purpose is none other than understanding and explaining the world, appealing to reinterpretations of classics and its updating.

This paper presents some results of a research regarding the features of the expansion of Brazilian higher education in the post-LDB with the study narrowed to Pará State based on aspects concerning a possible new configuration segment of higher education, which confirms the private segment as the axis of expansion settled by educational reforms which were in line with the guidelines of international organizations notably the World Bank. More recently the entry of international capital in private institutions of higher education and the formation of a new supranational regulation of educational policies have pointed to the tendency of formation of oligopolies in higher education in the private sector in response to claims from the World Trade Organization (WTO).

Besides the well-known themes of hegemony, intellectuals, party, working class and the social, cultural and political problems concerning Italy and Europe, Gramsci devoted considerable part of his reflections on “subaltern social groups” and ferments that occur in the “peripheries” of the system. This paper, therefore, intends to analyze this universe, not only to draw attention to a subject overlooked by scholars of Gramsci, but mainly to rescue elements of great value and originality that can contribute to the debate that rages today about the numerous insurgency movements in the periphery and the meaning of the pressing demands that the manifestations of “subordinate” up in various parts of the world.

The paper raises to discussion the following questions on the debate about “History, work and education” in Brazil: why the lefts, in general, and the Marxists, in particular, boast in cultivate interpretative divergences about a long range of questions whether they are theoretical or practical? What implications this phenomena have to the advance of the militants’ conscience and the revolutionary struggle? To forward the debate the problem is examined at first via the reference of the classics of Marxism to at a second moment approach the controversies surrounding the central theme of this issue of Germinal: history, work and education.

Considering that the ratio and empiricism fetishization leads to the development of an habitual tenderness to the supra-sensible things and the sensible things, the current paper has as starting point the critics to the notion of history that passes by the philosophy of history and as this ends up having repercussions in the inner of its own Marxism in a revisionist and dogmatic manner, to the proportion that it tries to confirm the existence of a mechanistic determination or of a necessary connexion in the development of the history. The predominance of the teleology, as fundamental category in the history fetishization for the idealist conception, expresses the hierarchical amalgam in the supervalorization of the logical in detriment of the ontological. During the reading of this text, it is affirmed that in the Marxian theory does not exist any possibility of teleology affirmation in society and in nature and that only in the labor, while criterion of social praxis, subsists a real dialectical relation between teleology and causality

The current work intends to discuss the importance of reading the classics in the educator’s formation. Among the classics, Karl Marx (1818-1883) and Friedrich Engels (1820-1895) are regarded as the creators of the historical-dialectical materialism, which is a new way to comprehend society and consequently education. These authors highlighted the necessity to understand social relationships to discuss education and, to do so, they used a few paramount categories like: totality, historicity and praxis. Thus the aim of this paper is not to exhaust the proposed theme, but rather, raise and instigate a debate over the subject.

The objective of this paper is systematize the process of implementing National Curriculum Guidelines for Physical Education, that promoted the division of the teacher’s formation in Licenciature and Graduation and that currently has been questioned in several universities who are carrying out a process of restructuring curriculum. We suppose that changes in curriculum of Physical Education are the expression of a societal project that needs to form a new worker model to attend the demands of capital, that goes through a structural crisis.