THE CLASS CONFLICT, THE WORK OF TEACHING AND THE HISTORICALCRITICAL PEDAGOGY IN SCHOOL EDUCATION

Our objective of supporting the thesis according to which the pedagogical shocks establish an expression of the class conflict in school education takes us to the analysis of the influence of the pedagogies of the “learn to learn” in the official teaching system of São Paulo state and how much such pedagogies add to mischaracterize the teachers’ work and the very own scholastic institution. We observe that in the case under analysis there is an imposition of the pedagogical orientation that occurs accompanied with a political-administrative restructuration that empowers the coercion and ordering mechanisms in the state teaching system, an imposition that negatively impacts on the working conditions and that stimulates the alienation of the teachers’ work, collaborating for the growth of professional diseases. By identifying in the pedagogies of the “learn to learn” the objective of adapting individuals to the class society, we evidence the theoretical and methodological fundaments of the historical-critical pedagogy as a counterpoint.