Tendências pedagógicas em Saviani: reflexões acerca do processo ensino-aprendizagem

Abstract

In order to understand the pedagogical theories that underpin teaching praxis, I will address, in this review article, pedagogical theories taking Saviani's (2018) classification as a reference. Therefore, this is an exploratory research whose approach focused on bibliographical analysis. The research problem that guided this investigation is how are pedagogical theories configured in Saviani (2018) and how is the teaching-learning process expressed in the trends presented by the author? To this end, the general objective was to understand the pedagogical trends expressed in Saviani (2018) and how the teaching-learning process takes place in each of them. Saviani (2018) classifies pedagogical theories as: non-critical, critical-reproductive and critical. This classification offers a critical perspective on the different pedagogical approaches, highlighting the importance of an education that recognizes its interactions with social structures and actively seeks to transform these structures. The teaching-learning process has undergone significant changes over the years. Traditional pedagogy emphasizes the vertical transmission of knowledge; new pedagogy focuses on the student's experience; the technical approach prioritizes efficiency and adaptation to the job market; while critical pedagogy, especially Historical-Critical Pedagogy, proposes the articulation between systematized knowledge and social reality, aiming at critical formation and social transformation.