Uma proposta didática para a integração entre história e conservação de alimentos fundamentada na pedagogia histórico-crítica

Abstract

Integrated High School articulates technical education and basic education, in the conceptions of polytechnic, unitary education and omnilaterality. Technical knowledge must be approached in its historicity, not only as operational procedures, but as human activities originating from historical processes, mediated by scientific knowledge that underlies them. This allows the student to critically apprehend reality, being able to modify it. The execution of Integrated High School requires integrative pedagogical practices guided by the idea of totality, breaking with the technicist model of reproduction. Historical-Critical Pedagogy is a counter-hegemonic pedagogical conception committed to the education of workers, aiming at social transformation. The research aimed to evaluate the contribution of the didactics proposed for Historical-Critical Pedagogy in the integration between subjects of History and Food Conservation, in order to assist the execution of integrative pedagogical practices from the perspective of Integrated High School. To this end, the methodology for carrying out the research was divided into eight parts: 1. Target audience and research location; 2. Interviews with History and Food Conservation teachers: analyzing experiences; 3. Planning the classes using the Pedagogical Moments of Historical-Critical Pedagogy; 4. Application of classes following the Pedagogical Moments; 5. Content evaluation; 6. Methodology evaluation; 7. Data analysis and 8. Development of the Educational Product. In general, the proposed methodology contributed to stimulate the interest and participation of students, enabling a historical perception of technical knowledge and less distance between their social reality and pedagogical work. Therefore, it is believed that the didactics proposed for Historical-Critical Pedagogy have the potential to contribute to the implementation of integrative pedagogical practices, since it allowed to work on content from different subjects in an articulated way.