Pedagogía y Didáctica Crítica
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Rev. de Inv. Educ.
Abstract
La Pedagogía y Didáctica Crítica tienen carácter constructivo. Surgen como alternativas a las teorías no críticas de la educación, que por situaciones ideológicas impuestas por los grupos de poder, persisten arraigadas siendo radicalmente opuestas. Esta situación amerita estudios comparativos a partir de la teoría crítica y la dialéctica, sin la rigidez del materialismo ortodoxo, en oposición a la racionalidad instrumental del positivismo y a la interpretación no crítica del paradigma hermenéutico, para alcanzar resultados integradores que permitan establecer tesis y principios de una pedagogía reflexiva, transformadora y emancipadora.
Critical pedagogy and didactics have a constructive character. They arise as alternatives to non- critical theories of education that are based on the ideology of groups in power that radically opposed to change. This situation calls for comparative studies based on critical theory and dialectics, without rigid orthodox materialism, and opposed to the instrumental rationality of positivism and the non-critical interpretation of the hermeneutic paradigm, in order to reach results that allow us to establish the thesis and principles of a reflexive, transforming and emancipative pedagogy.
Critical pedagogy and didactics have a constructive character. They arise as alternatives to non- critical theories of education that are based on the ideology of groups in power that radically opposed to change. This situation calls for comparative studies based on critical theory and dialectics, without rigid orthodox materialism, and opposed to the instrumental rationality of positivism and the non-critical interpretation of the hermeneutic paradigm, in order to reach results that allow us to establish the thesis and principles of a reflexive, transforming and emancipative pedagogy.
Description
Vol. 2, No. 1