HISTORICAL-CRITICAL PEDAGOGY AND HISTORICAL-CULTURAL PSYCHOLOGY: A CURRICULUM PROPOSAL FOR SPECIAL EDUCATION

Abstract

This article aims to verify how the curriculum proposed by the Association of Municipalities of West Paraná discusses the Historical-Critical Pedagogy and Historical-Cultural Psychology regarding to Special Education. Therefore, it was used a documentary study, having as object the Basic Curriculum for Municipal Public School, third edition, published in 2014, and bibliographic, approaching productions and authors that deal with this subject, such as: Meletti (2014), Machado e Vernick (2013) e Piaia (2016). Through the documentary study, based on Historical Dialectical Materialism, the Basic Curriculum from AMOP presents pedagogical assumptions that express the way of thinking and doing of education guided by the Historical-Critical Pedagogy and the concept of human development according with the Historical-Cultural Psychology. In this bias, we notice that the document comprises the student as historical-social being and an education for the integral development of the human being, distancing from, biologizing, immediatist and fragmented visions. Also, as the vygotskian approach, the document assumes that with the appropriation of knowledge historically produced is that the men supply their immediate needs. Therefore, the reflections involving the organization of the curriculum proposals in public policy are important to Special Education or any other field of study, considering the theoretical references that guides these proposals. It is understood that the most appropriate way to understand and develop a curriculum proposal occurs through the articulation between these two elements, so, it is interested the guiding principles that underlies these policies and not the policies by themselves, without losing the conception of world, education and subject to be formed.