Historical-Critical Pedagogy and academic progression: contributions from a study group (2018-2022)

Abstract

This article discusses the impact of Historical-Critical Pedagogy (PHC) on the academic training of members of a study group in Paraná, Brazil. The study aimed to investigate how the principles and practices of HCP influence the training and professional development of participants. Methodologically, the study is based on a bibliographic and documentary approach, whose data were subjected to content analysis. The results indicate that HCP contributed to the development of critical thinking, intellectual autonomy and academic engagement of the group members. In addition, continuous participation in the study group proved to be essential for the construction of a solid theoretical basis and for the improvement of pedagogical practices. The study showed that HCP plays a central role in the academic and professional growth of participants, encouraging them to continually seek new knowledge.