Perspectives of Karl Marx's historical-dialectical materialism in basic education

Abstract

Karl Marx's historical-dialectical materialism, when situated within the field of basic education, presents itself as a theoretical perspective capable of highlighting the social, economic, and historical determinants that permeate the educational process. This allows for the interpretation of the school not as a neutral institution, but as a space permeated by contradictions that express the relations of production and the structural inequalities of society. In this direction, pedagogical practice ceases to be seen in isolation and begins to be analyzed in its articulation with the social totality, making it possible to identify tensions between curricular proposals, concrete teaching conditions, and the critical formation of students. This approach also highlights the role of the teacher as a subject embedded in relationships that, while enabling the mediation of knowledge, also impose limits arising from the organization of work and current educational policies. By considering these dimensions, the Marxist perspective contributes to a more in-depth understanding of school dynamics, especially in contexts marked by regional and social inequalities. The objective of this study is to analyze the contradictions between theory and practice in the teaching of Geography in the Amazon region, in light of historical-dialectical materialism. The methodology adopted is qualitative, structured as a case study, grounded in Habermas's critical epistemology and operated by Marx's historical-dialectical materialism. It concludes that this approach allows us to highlight the structural tensions that permeate the educational process and points to possibilities for critical mediation in the school context.