THE HISTORICAL-CRITICAL PEDAGOGY AND THE EMANCIPATORY DEVELOPMENT OF HUMAN SUBJECTIVITY

This article is a reflection on as the historical-critical pedagogy presents itself as one of the alternatives for the development of human subjectivity. By using bibliographical research, anchored in the dialectical method, we hope to show how this perspective fundamentally aims at the emancipatory realization of human beings and the construction of his identity as a social-historical being. It is a study that is justified because of its academic, professional, personal and social relevance with regard to the growing need to revisit modern models and projects for the formation of human subjectivity, especially those that claims the status of emancipatory (eg.: the illuminist project of knowledge, based on scientism). We will analyze the scientific paradigm of Modernity and discuss the education crisis based on its purposes. Then, we will analyze to what extent the historical-critical perspective presents itself as an alternative for the realization of an authentically emancipatory education.