La Pedagogía crítica y el movimiento pedagógico colombiano. Años 1982 a 2017

Abstract

Above all, it is investigated what are the contributions of Paulo Freire in critical pedagogy and its impact in Colombia, both conceptually and culturally and politically; It is intended that teachers know these contributions so that they develop a posture and critical thinking, compared to what they develop both inside and outside the classroom, and in which way the student receives, learns and reflects on the problems of their environment and the society. It also seeks to know the history and approaches of the pedagogical movement and how it influenced Colombia, in terms of its relationship, its incidence and its role, both in the union and in the school sphere, so that teachers who They do not know the history of the Colombian teachers, understand the struggles that have been carried out in defense of public education and the dignity of the teaching profession. The question arises: How does critical pedagogy contribute conceptually and theoretically to pedagogical practices at school? Consequently, with the above it is asked: ¿What have been the epistemological and conceptual bases of Colombian critical pedagogy? ¿What has been the evolution of the pedagogical movement in Colombia and its relationship with critical pedagogy? ¿What discourses have passed through Colombian critical pedagogy in schools? And what has been the impact of critical pedagogy in Colombian public schools?