Reflections on critical pedagogy and its curriculum

Abstract

This document aims to reflect on the elements of critical pedagogy from its definition in order to sponsor the curriculum from the critical social approach. The understanding that this is a practice of interpretation of school dynamics aimed at transforming the school through emancipatory practice. Here the elements related to the cultural forces that affect the process of understanding the curriculum and especially the text of the curriculum linked to critical - social thinking are transverse while evidencing the contributions of critical pedagogy by pointing out the devices that arise from the social aspects of education and the type of organization and ideologies present them. The historical connection between the domains of pedagogy creates a space-particular temporal cut in the structure, and the operation and improvement of school practice. From this point of view, the argument presented here is concretized by recognizing that the pedagogical knowledge of the curriculum cannot be seen as a neutral story. For this reason, the curriculum addressed here is understood from an ideological nature, trying to overcome its descriptive dimensions to suggest alternatives consistent with critical pedagogy, the practical curriculum for emancipation and the gender perspective in the curriculum.