EMERGENCY OF CRITICAL PEDAGOGIES IN LATIN AMERICA. READING FROM THE EDUCATIONAL WORK

Abstract

Talking about critical pedagogies implies understanding that they are new forms of teaching that have emerged from the tendency of critical thinking that is formulated in the group of students, from a counterhegemonic nature, where the appreciation of the pedagogical practices in a contextualized framework that allows the contextualization of knowledge, as a way of addressing the problems and needs of the space in which school training takes place. For this reason, the purpose of this argumentative essay-type article is to interpret the emergence of critical pedagogies in Latin America from the educational task, for this purpose, a documentary review process was carried out in which the qualitative approach is considered as a basis. , which allowed access to bibliographic sources that are essential in which it is determined as results that these pedagogies are multifaceted in nature, where in addition to incorporating philosophical elements, didactics is considered, and the adoption of theories and practices that bring together the ideological together to the pedagogical that have emerged as one of the aspects to fight against the alignment that traditional systems have generated. Within the conclusions, a process is evident that starts from the adoption of counterhegemonic pedagogical thinking, whose experiences are based on the popular culture of the people.