For a revolutionary classroom

a historical-critical view of Brazilian education (2005-2023)

Abstract

The present work provides a brief analysis of the Brazilian school structure from a historical-critical perspective. Drawing on the theoretical frameworks of authors such as Saviani (1991; 2008a; 2008b; 2011a; 2011b; 2012), Santos (2018), and Peregrino (2008), this article is motivated by the importance, in the current context of Brazilian education, of understanding the theories that guide the different ways of interpreting the school as an institution responsible for the formation of individuals. The methodology adopted was a bibliographic review — combined with a qualitative approach — anchored in a meticulous search for documents addressing the topic. As a result, it was found that the study of the Brazilian school system involves issues of inequality, segregation, the formation of the bourgeoisie, and the devaluation of the institution. That said, it is concluded that Historical-Critical Pedagogy can be an important ally in constructing paths that enable the planning and creation of a revolutionary classroom.