Pedagogia histórico-crítica e o ensino de Filosofia no Maranhão: contradições entre teoria e prática nas escolas estaduais da cidade de Pinheiro.

Abstract

The main objective of this work is to understand whether the proposal of the DCTM for High School, based on Historical-Critical Pedagogy (HCP), is effectively implemented in practice, specifically regarding philosophy teachers. The research conducted is both theoretical and practical in nature, grounded in the concepts of totality, contradiction, praxis, social practice, etc., all based on HCP. The theoretical- methodological approach adopted analyzes pedagogical issues through the lens of Historical-Dialectical Materialism (HDM). This research also includes both quantitative and qualitative approaches.The results show that most Philosophy teachers in the schools surveyed are women. 100% of the teachers are affiliated with some branch of Christianity. Only three out of a total of eight teachers have a degree in Philosophy. 75% of the teachers teach the subject to complete their required teaching hours. Three approaches to the teaching of Philosophy were identified (Traditional, Freirean, and New School – represented by active methodologies). Three pedagogical conceptions are present in the schools surveyed (Constructivist, Liberating, and Historical-Critical).There is no offer of continuing education based on HCP, as both the SEDUC-MA and the Philosophy teachers who participated in this research are unfamiliar with the method and the educational philosophy advocated by the DCTM.Finally, this work highlights the urgency of a philosophy education committed to human emancipation, social justice, and the radical defense of democracy. As its foundation, it advocates for a philosophical theory capable of inverting bourgeois logic and breaking the ideological chains of Capital. Furthermore, it argues that in the educational field, HCP brings significant contributions to the teaching of Philosophy in the city of Pinheiro-MA, making classes more relevant and meaningful in the development of free and transformative consciousnesses in relation to concrete reality.