HISTORICAL-CRITICAL PEDAGOGY AND EARLY CHILDHOOD EDUCATION: A POSSIBLE DIALOGUE?
Abstract
This article analyzes the possibilities of integrating Historical-Critical Pedagogy with Early Childhood Education, exploring the theoretical foundations of this pedagogical approach and its implications for educational practices aimed at children under six years old. Initially, it presents the principles of Historical-Critical Pedagogy, contextualizing its emergence in the 1970s as a critical response to the limitations of traditional pedagogy. Emphasis is placed on its methodological proposal, which seeks the integral formation of the human being, linked to class struggle and the role of education in the emancipation of historical subjects.Subsequently, the text examines the potential of this theory to engage in dialogue with Early Childhood Education, connecting it with perspectives such as Historical-Cultural Psychology to understand how these approaches can promote the full and conscious development of children. The role of teachers as critical mediators in the educational process is highlighted, emphasizing that their practices must be informed by the material and historical conditions in which education takes place.Finally, the article underscores the importance of an Early Childhood Education that perceives childhood as a historical and cultural construct, ensuring children the right to access and critically appropriate the knowledge accumulated by humanity.
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