Including the organic ones, and the

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Structural bases of the psyche, core of this overcoming ends in the formation of concepts, synthesizing in its different forms the evolutionary movement of thought. The formation of concepts, in turn, permeates all phases of development, and this demonstrates, once again, the role of school education with babies, children, young people and adults (martins, 2013). For vigotsky (2000), scientific concepts are formed in the problematizing tension of a wide range of activities that set thought in motion. Furthermore, the teaching of scientific concepts is no longer conceived as an isolated, causal action in the didactic process, but as an expression of the process of psychic development linked to the process of transmitting knowledge. Vigotsky (2000) also warned that the border that separates the formation of scientific concepts is extremely tenuous, allowing both to cross it and interconnect many times.

Thus, the development of scientific and everyday concepts converge in the same and unique process, that of concept formation, which takes place in different external and internal circumstances. It will be up to teaching to confront spontaneous concepts through scientific concepts, expanding the abstract decoding of the object (martins, 2013). The America Cell Phone Number List principles that support historical-critical pedagogy are those that are in fact compatible with the precepts of historical-cultural theory, not only in relation to common philosophical subject matter, but above all through the uncompromising defense of an education that strives for the teaching of scientific concepts, without which individuals' ability to think is compromised. Thus, the school, according to saviani (2003a, p. 14), is “[…] An institution whose role consists of the socialization of systematized knowledge”, and it is up to.



It to work in relation to “elaborated knowledge and not spontaneous knowledge ; to systematized knowledge and not to fragmented knowledge”. 5. Historical-critical pedagogy: contributions to the curriculum historical-critical pedagogy is based on the theoretical bases of historical materialism, portrayed by marx and gramsci. Since it was formulated, between the 1970s and 1980s, until today, it has followed the gramscian orientation that marxism takes, under the understanding that it is an integral philosophy, a complete theory that has all the necessary elements to account for of the problems faced (saviani, 2013). The theoretical basis of historical-critical pedagogy is based on the understanding of the formulation contained in (marx, 2008). In this text, the movement that goes from syncrisis (“the chaotic vision of the whole”) to synthesis (“a rich totality of numerous.