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The aim of this paper is to problematize the relationship between psychological science − in its educational subarea – and pedagogical science, aimed at school institutions, in its subsidies to pedagogical work. In light of the dialectical materialist methodological input and through a bibliographical study, we put the historical-cultural perspective on what the nature of developmental teaching advocates, that is, intentionally designed to promote the omnilateral development of individuals. We consider that this postulate culminates in the need to clarify the identity and specificities of these sciences by having the school as the locus of their practical implementations. For this purpose, we have the contributions of Dermeval Saviani in his text Eleven theses on education and politics as the organizational axis of this article. By analogy to Saviani's study, we present here DOI | 10.21680/1981-1802.2020v58n55ID19150

Onze Teses Sobre a Relação Entre Psicologia Educacional e Pedagogia Escolar