Contributions of Historical-Critical Pedagogy to Comprehensive Integral Education

Abstract

This study analyzes the contributions of Historical-Critical Pedagogy (HCP) to the implementation of integral education. The research adopts a qualitative approach based on a literature review of authors such as Saviani (1989, 2011, 2021, 2024) and Lombardi et al. (2021). The results indicate that HCP contributes to integral education by providing a theoretical foundation that promotes omnilateral, critical, and emancipatory student development. However, the implementation of HCP faces structural challenges in the capitalist context, which poses barriers to educational and social transformation. The study concludes that implementing integral education from the perspective of HCP requires curricular and pedagogical restructuring, along with the strengthening of teachers’ roles as agents of change.