Abstract

MORA, David. Pedagogía y Didáctica Crítica para una Educación Liberadora. Rev. de Inv. Educ. [online]. 2009, vol.2, n.1, pp.25-60. ISSN 1997-4043.

ABSTRACT At present we are faced with an important discussion in the diverse areas of the social and natural sciences, mathematics and especially in education, which seeks to redeem and to reinforce the fundamentally reflexive and transformative principles of the philosophical and epistemological currents of the twentieth century in Europe as well as in Latin America and the Caribbean. In this context, new theoretical reflections and ideas about concrete practices have arisen in the field of education sciences, particularly in pedagogy and didactics. These are based on the basic principles of Critical Theory and on essential contributions to the critical tradition in the sciences and education of Latin America and the Caribbean. It is necessary to pursue this pedagogic-didactical line, regardless of some unfounded opposition, because it responds in a valid way to the necessities and interests of our societies, which seek with ever greater strength and determination paths for their socio-political, economic and cultural liberation, specifically in the educational context. This work intends to contribute to this debate. It first discusses some fundamental aspects of Critical Theory and then deals with the topics of pedagogy and didactics in relation to key critical elements of the current education debate.

Keywords : critical theory; pedagogy and didactics; educational practice and social transformation.

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