Abstract

Preliminary approximations between the singular–particular–universal dialectics and the historical-critical pedagogical theory are elaborated in this paper, based on the exposition of the categories of singularity, universality and particularity articulated to the demands that the materialistic historical-dialectical method places as a condition for the production of knowledge capable of apprehending reality in its concreteness. It is argued that historical-critical pedagogy carries in its formulation the movement of these categories, formulating notes related to the concept of educational work, the problem of the curriculum and the subject towards which is directed the pedagogical act. Demonstrating that the categories of singular, particular and universal enable multiple analytical movements in the field of school education is one of the purposes of the analysis that is developed along the paper.