DIDÁTICA HISTÓRICO-CRÍTICA NO CENTRO DA ENGRENAGEM

This paper presents and analyzes a didactic experience grounded in Historical-critical Pedagogy and Marxist aesthetics in the ambit of Literature Teaching, which happened in a public school in the year of 2018. The didactic proposal centered itself in a project dedicated to study Latin-American literature, aiming to produce a literary mural by students. Therefore, the project was taken as empiric object of analysis for a reflection centered in the appropriation of the historical-critical foundations, in the context of the concrete conditions of the public school. It was not the research’s goal to propose a step-by-step didactic sequence, but to discuss the movement relatively artisanal of appropriation and objectivation of didactic work, emphasizing determinations around a process that tried to go beyond the alienating dynamic of splitting conception and execution of work. The author considers that the article has elements of a “active resistance” by teachers, as proposed by Dermeval Saviani.