Ensino de língua materna na educação escolar: contribuições da pedagogia histórico-crítica
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Data
2023-02-27
Autores
Meyer, Karyn [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho apresenta um estudo teórico, cujo objetivo central é investigar, em autores que discutem a pedagogia histórico-crítica, pressupostos desta teoria pedagógica que possam subsidiar o ensino de língua materna na educação escolar. Partindo de uma explicitação da concepção de desenvolvimento humano e linguagem nesta perspectiva, o estudo busca defender um ensino pautado na transmissão do saber sistematizado. Isso porque, pautada no materialismo histórico-dialético, esta pedagogia entende que, diferentemente do que ocorre nos demais animais, o desenvolvimento das características inerentemente humanas não é dado geneticamente e sim formado a partir do processo de apropriação da cultura material e intelectual legada pelas gerações anteriores. Os pressupostos da pedagogia histórico-crítica ancoram-se nesta concepção de ser humano e, por isso, assume como importante finalidade da escola a garantia de acesso ao saber sistematizado pela classe trabalhadora, para a qual o acesso a esse saber, no mais das vezes, se dá apenas pela instituição escolar. No que tange à especificidade do ensino de língua materna, o estudo busca apresentar algumas considerações sobre a aquisição desta no processo de desenvolvimento, bem como a questão da variação linguística e preconceito linguístico em sua relação com a educação escolar. Por fim, o trabalho procura apontar implicações das concepções basilares da teoria pedagógica estudada para o ensino específico de língua materna nos bancos escolares.
This work presents a theoretical study, whose central goal is to investigate, in authors who discuss historical-critical pedagogy in Brazil, assumptions of this pedagogical theory that can subsidize the teaching of mother tongue in school education. Starting from an explanation of the conception of human development and language in this perspective, the study seeks to defend a teaching process based on the transmission of systematized knowledge. Based on historical-dialectical materialism, this pedagogy understands that, unlike what occurs in other animals, the development of inherently human characteristics are not genetically given, but formed from the process of appropriation of the material and intellectual culture bequeathed by previous generations. The assumptions of historical-critical pedagogy are anchored in this conception of human being and, therefore, it assumes as an important purpose of the school the guarantee of access to systematized knowledge by the working classes, for which access to this knowledge, in most cases, is given only by the school institution. Regarding the specificity of mother tongue teaching, the study seeks to present some considerations about its acquisition in the development process, as well as the issue of linguistic variation and linguistic prejudice in its relation to school education. Finally, the work seeks to point out implications of the basic concepts of the pedagogical theory studied for the specific teaching of the mother tongue in schools.
This work presents a theoretical study, whose central goal is to investigate, in authors who discuss historical-critical pedagogy in Brazil, assumptions of this pedagogical theory that can subsidize the teaching of mother tongue in school education. Starting from an explanation of the conception of human development and language in this perspective, the study seeks to defend a teaching process based on the transmission of systematized knowledge. Based on historical-dialectical materialism, this pedagogy understands that, unlike what occurs in other animals, the development of inherently human characteristics are not genetically given, but formed from the process of appropriation of the material and intellectual culture bequeathed by previous generations. The assumptions of historical-critical pedagogy are anchored in this conception of human being and, therefore, it assumes as an important purpose of the school the guarantee of access to systematized knowledge by the working classes, for which access to this knowledge, in most cases, is given only by the school institution. Regarding the specificity of mother tongue teaching, the study seeks to present some considerations about its acquisition in the development process, as well as the issue of linguistic variation and linguistic prejudice in its relation to school education. Finally, the work seeks to point out implications of the basic concepts of the pedagogical theory studied for the specific teaching of the mother tongue in schools.
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Palavras-chave
Historical-critical pedagogy, First language teaching, School knowledge, Pedagogia histórico-crítica, Ensino de língua materna, Saber escolar