Resumo

BECERRA HERNANDEZ, Rosa  e  MOYA ROMERO, Andrés. Pedagogía y Didáctica Crítica Hacia la construcción de una visión latinoamericana. Rev. de Inv. Educ. [online]. 2009, vol.2, n.1, pp.13-23. ISSN 1997-4043.

ABSTRACT This theoretical reflection posits the construction of a Latin American vision for education and teaching within a critical framework that understands and respects the realities and needs of each of our countries. We analyze a work and an idea, an entity and a task that have certain aspects in common and therefore allow us to establish a vitalizing dialogue between our theory and our practice, and to dedicate these to the service of broad sectors of the population. We discuss the "why" of the introduction of models that have characterized the educational and teaching activities in Latin America, as well as the need for questioning such models. In particular, this article dismantles the positivist model and examines the incorporation of imported socio- educational models that separate the educational process from the social environment in which it takes place, thus leading to the fragmentation and hindrance of social transformation. We consider the contributions of various Latin American thinkers and the validity of their approaches. This article suggests elements for the construction of a critical pedagogy and critical teaching from a classroom perspective, and concludes with the fundamental need for the formation of an awareness of Latin American integration.

Palavras-chave : critical pedagogy; critical teaching; Latin American pedagogical thinking; social transformation; reflection; social awareness.

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