Abstract:
By presenting the concept of work as an ontological category of the social being and the importance of mediation as a necessary activity for humanization, this article is characterized as a theoretical essay and aims to present links between Historical-Critical Pedagogy and Historical-Cultural Psychology as the foundations for science education, which is required for teaching committed to the humanistic development of students. We assume that the social function of school education concentrates on the socialization of the classical knowledge produced by humankind, without neglecting, however, which role it has been serving historically to highlight the importance of science education that surpasses the naturalizing perspectives of development which detach from the social totality, presenting it in the singular-particular-universal dialectics.
Keywords:
Science teaching; Historical-critical pedagogy; Historical-cultural psychology; School education