Abstract
This paper proposes a methodology to implement the principles of emancipatory education, based on the Pedagogy of the Oppressed by Paulo Freire and other theorists, in the Ecuadorian educational context. The main focus is to propose the strategy and teacher training to promote students' critical thinking and active participation, preparing them to contribute to the transformation of their environment. The results show that a methodological proposal must address economic constraints and limited access to digital resources, promoting critical analysis of social realities and transformative action through dialogue, reflection, and collaborative work.
References
[1] F. Paolo, Pedagogía del Oprimido, México: Siglo XXI Editores, 2005.
[2] I. Illich, Deschooling Society, New York: Harper & Row, 1971., 1971.
[3] P. MacLaren, Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education, New York: Logman, 1989.
[4] B. Hooks, Transgress: Education as the Practice of Freedom, New York: Routledge, 1994.
[5] C. P. G. Clemente, Z. I. E. Fajardo, C. E. V. Navarro y W. J. M. Moreno, «Desafíos de la inclusión en la educación universitaria desde la praxis educativa transformadora,» EPISTEME KOINONIA, vol. 1, nº 5, pp. 171-183, 2022.
[6] H. Giroux, Theory and Resistance in Education: Towards a Pedagogy for the Opposition (Critical Studies in Education and Culture Series), South Hadley: Bergin & Garvey, 1983.
[7] B.-G. Vicente josé, «Las Políticas Públicas de Educación en Ecuador, como una de las manifestaciones e instrumentos del Plan Nacional para el Buen Vivir,,» Universidad de Alicante, Alicante, 2017.
[8] A. Gramsci, Selections from the Prison Notebooks, New York: Q. Hoare and G. N. Smith, Eds. and Trans. New York: International Publishers, 1971.
[9] M. Apple, Ideology and Curriculum, New York: RoutledgeFalmer, 2004.
[10] P. Bourdieu y J.-C. Passeron, Reproduction in Education, Society and Culture, London: Sage Publications, 1990.
[11] J. Butler, Bodies That Matter: On the Discursive Limits of 'Sex', New York: Routledge, 1993.
[12] H. Giroux, Teachers as Intellectuals: Toward a Critical Pedagogy of Learning, Wesport: Bergin & Garvey, 1988.
[2] I. Illich, Deschooling Society, New York: Harper & Row, 1971., 1971.
[3] P. MacLaren, Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education, New York: Logman, 1989.
[4] B. Hooks, Transgress: Education as the Practice of Freedom, New York: Routledge, 1994.
[5] C. P. G. Clemente, Z. I. E. Fajardo, C. E. V. Navarro y W. J. M. Moreno, «Desafíos de la inclusión en la educación universitaria desde la praxis educativa transformadora,» EPISTEME KOINONIA, vol. 1, nº 5, pp. 171-183, 2022.
[6] H. Giroux, Theory and Resistance in Education: Towards a Pedagogy for the Opposition (Critical Studies in Education and Culture Series), South Hadley: Bergin & Garvey, 1983.
[7] B.-G. Vicente josé, «Las Políticas Públicas de Educación en Ecuador, como una de las manifestaciones e instrumentos del Plan Nacional para el Buen Vivir,,» Universidad de Alicante, Alicante, 2017.
[8] A. Gramsci, Selections from the Prison Notebooks, New York: Q. Hoare and G. N. Smith, Eds. and Trans. New York: International Publishers, 1971.
[9] M. Apple, Ideology and Curriculum, New York: RoutledgeFalmer, 2004.
[10] P. Bourdieu y J.-C. Passeron, Reproduction in Education, Society and Culture, London: Sage Publications, 1990.
[11] J. Butler, Bodies That Matter: On the Discursive Limits of 'Sex', New York: Routledge, 1993.
[12] H. Giroux, Teachers as Intellectuals: Toward a Critical Pedagogy of Learning, Wesport: Bergin & Garvey, 1988.
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