Herbatian pedagogy and its insertion in the brazilian scenery: a historical reading

Abstract

In Brazilian educational historiography, there is no unity in the analysis of herbartian pedagogy. It has already been referred to as a perspective that should be incorporated into teaching, as well as it has been mentioned as an example of conservative pedagogy and of non-recommendable psychologism and didacticism. However, observing the complexity of the pedagogical debate present in Herbart's works, this article presents how his pedagogy was inserted in the Brazilian educational process, as well as it points out some of the main divergences in the analyses about his pedagogy. Then, highlighting some historical elements of the context experienced by him, it exposes his pedagogical presuppotions. In this case, far from intending to refute the analyses or to defend the application of Herbartian pedagogy, this article aims to show its historicity, while seeking to exhibit its importance for reflecting on pedagogy. Finally, it is noteworthy that Herbart's work is an extraordinary document, which read beyond its outlines, is a testimony to the standpoint of an author committed to the movement of history.