difficult relationships: critical pedagogies and curriculum

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ID: 200217
2013
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Abstract
This paper reviews the proposals of the ‘critical pedagogies’ and presents some difficulties in the realization of their principles in the context of current public policies in Latin America. Distances between discourses and practices, absence of radically democratic educational policies, lack of awareness of critical pedagogies by teachers, lack of contextual production and indiscriminate use of the word critical—that ends up opposing everything that is considered as traditional pedagogy—makes us wonder about the real possibility of transformation in order to fight against the dominant power relationships through counter-hegemonic and destabilizing practices in education.
Reference Key
villoslada2013praxisdifficult Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors María Verónica Di Caudo Villoslada
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Journal international journal of science culture and sport
Year 2013
DOI
10.19053/22160159.2650
URL
http://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2650
Keywords
curriculum educationspecial aspects of education

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