Formación democrática y escuelas democráticas para la construcción de ciudadanía crítica
Abstract
En el presente trabajo se desarrolla una reflexión crítica y sociopolítica de la relación entre democracia, ciudadanía y educación, con base en la combinación de aportes teóricos del mundo occidental y los avances de la praxis actual relacionada con los procesos de cambio sociopolíticos del continente latinoamericano y caribeño. Se discute el concepto de democracia y las formas de organización social, política, económica desde la perspectiva de las concepciones democráticas convencionales, pero siempre mirando el horizonte de la visión de la democracia revolucionaria, transformadora de las realidades y condiciones de desigualdad, inequidad y exclusión predominantes. En el documento se discute, con el apoyo de muchos/as autores/as relacionados/as con la temática, la importancia y el significado de la educación democrática crítica para la formación de una ciudadanía participativa y emancipadora. Para ello se analiza el tema de las escuelas democráticas dentro del marco conceptual de la educación sociocomunitaria y liberadora. El trabajo está compuesto por las siguientes partes fundamentales: la democracia como fundamento y forma de vida para la construcción de la ciudadanía crítica y revolucionaria, la democracia como valor sociocultural, la institución escolar como epicentro de formación democrática y, por último, institucionalización de la pedagogía y didáctica democráticas, para lo cual se asume la tradición y experiencia de las escuelas democráticas.
This article develops a critical and socio-political reflection of the relationship between democracy, citizenship and education, with a basis in the combination of theoretical contributions of western scholarship and the progress of the actual praxis related to the processes of socio-political changes in Latin America and the Caribbean. The concept of democracy and the forms of social, political and economic organization are being discussed from the perspective of conventional democratic conceptions, yet with a constant view of the horizon of revolutionary democracy that transforms the realities and conditions of inequality, injustice and predominant exclusions. This work discusses, with the support of many authors related with the subject matter, the importance and the meaning of critical democratic education for the formation of a participative and emancipated citizenship. To this end, we analyze the topic of democratic schools within the framework of socio-communitarian and liberating education. The article is divided into the following parts: democracy as basis and life form of the construction of critical and revolutionary citizenship, democracy as a socio-cultural value, institutional schooling as epicenter of democratic formation and, finally, the institutionalization of democratic pedagogy and didactic based on the tradition and experience of democratic schools.
This article develops a critical and socio-political reflection of the relationship between democracy, citizenship and education, with a basis in the combination of theoretical contributions of western scholarship and the progress of the actual praxis related to the processes of socio-political changes in Latin America and the Caribbean. The concept of democracy and the forms of social, political and economic organization are being discussed from the perspective of conventional democratic conceptions, yet with a constant view of the horizon of revolutionary democracy that transforms the realities and conditions of inequality, injustice and predominant exclusions. This work discusses, with the support of many authors related with the subject matter, the importance and the meaning of critical democratic education for the formation of a participative and emancipated citizenship. To this end, we analyze the topic of democratic schools within the framework of socio-communitarian and liberating education. The article is divided into the following parts: democracy as basis and life form of the construction of critical and revolutionary citizenship, democracy as a socio-cultural value, institutional schooling as epicenter of democratic formation and, finally, the institutionalization of democratic pedagogy and didactic based on the tradition and experience of democratic schools.
Description
Vol. 5, No. 2