ABSTRACT:
The article seeks to contribute to the debate regarding the defense of the transmission of the scientific, artistic and philosophical knowledge claimed by historical-critical pedagogy in the current political-cultural context of obscurantism and attacks on reason. Based on theoretical-conceptual investigation of bibliographic nature, it explores the differences between the critical-historical proposition and traditional teaching methods, arguing that the divergences with non-directive pedagogies do not grant a rehabilitation of traditional pedagogy, marked by the prevalence of inductive method, by verbalism and by the a-critical apprehension of the relationship between school and society. It is concluded that critical-historical pedagogy preserves the principle of the transmission of knowledge for every student, but, once it is based on another conception of knowledge, it is carried out from another method and subordinates itself to a different purpose, that principle is requalified, pursuing praxis. Finally, the understanding of the transmission of knowledge as a principle of ontological - and not didactic or operational - nature within the educational process is postulated.
Keywords:
School education; Pedagogical theory; Knowledge transmission; Critical-historical pedagogy