THE ORGANIZATION OF PEDAGOGICAL WORK FROM THE PERSPECTIVE OF HISTORICAL-CRITICAL PEDAGOGY

The article intends to discuss the organization of pedagogical work from the perspective of the theoretical construct proposed by Historical-Critical Pedagogy (PHC). It results from a critical approach, from the literary review, which rescues the historical-ontological foundations of the work-education relationship as an activity proper to the human being, supported by the basic assumptions of historical-dialectical materialism for the understanding of social reality. It presents the coherence of the multidimensional pedagogical work with the foundations of the PHC and its links with the philosophy of praxis in order to break the economicist logic of hegemonic pedagogies. It points out the pertinence of the school's appropriation of the PHC principles as a possibility of disputing a formation against hegemony.