This article examines the foundations of Historical-Critical Pedagogy (HCP) and its relationship with History teaching, emphasizing the centrality of educational labor, the relevance of school content, and the transformative dimension of revolutionary praxis. Grounded in historical-dialectical materialism, HCP opposes hegemonic
trends in education, such as constructivism and competency-based pedagogies, which reinforce an adaptive conception of schooling. The text discusses historical-critical didactics, structured around five axes: the
ontological dimension of labor, the dialectical transmission of knowledge, teacher mastery of content, the spiral organization of teaching, and the teaching-learning relationship. It concludes that HCP advocates for History teaching as a tool for emancipation, aligned with socialist praxis.