Pedagogía crítica: Un desafío a la enseñanza de la educación superior
Critical pedagogy: A challenge to higher education teachingContenido principal del artículo
La pedagogía crítica cuestiona el sistema educativo actual al poner en duda su contribución real a la democracia, la justicia social y la equidad ideológica, promoviendo una educación orientada a la formación de personas libres y reflexivas. Este estudio tuvo como propósito recopilar investigaciones sobre la enseñanza universitaria desde la perspectiva de la pedagogía crítica y describir su nivel de desarrollo en estudiantes de posgrado de una universidad privada. Se empleó una metodología descriptiva de tipo básica, basada en la revisión de literatura científica y la aplicación de una encuesta. La revisión, realizada con el modelo PRISMA, abarcó fuentes en Scopus, ERIC y ScienceDirect entre 2018 y 2024. Los resultados evidencian tendencias y desafíos pedagógicos en la docencia, así como un nivel poco favorable de apropiación de la pedagogía crítica. Se concluye que la educación debe promover la emancipación, la igualdad de oportunidades y la conciencia crítica como base para la transformación social.
Critical pedagogy questions the current educational system by challenging its real contribution to democracy, social justice, and ideological equity, promoting education aimed at forming free and reflective individuals. This study aimed to collect research on university teaching from the perspective of critical pedagogy and to describe its level of development among postgraduate students at a private university. A descriptive and basic methodology was used, based on a review of scientific literature and a survey. The review, conducted using the PRISMA model, included sources from Scopus, ERIC, and ScienceDirect between 2018 and 2024. The results reveal trends and pedagogical challenges in teaching, as well as a low level of appropriation of critical pedagogy. It is concluded that education should promote emancipation, equal opportunities, and critical awareness as the foundation for social transformation.
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Cómo citar
Referencias
Achamyeleh, G. (2019). Investigating Teachers’ Practices of Critical Pedagogy: A Phenomenological Study. The International Journal of Research in Teacher Education, 10(3): 110-12. https://ijrte.inased.org/files/5/manuscript/manuscript_1142/ijrte-1142-manuscript-232511.pdf
Akçay., K., Altinay., F., Altınay, Z., Daglı, G., Shadiev, R. y Altinay, M. (2024). Global Citizenship for the Students of Higher Education in the Realization of Sustainable Development Goals. Sustainability. 16(4), 1604. https://doi.org/10.3390/su16041604
Alvidrez, M., Rivera, J. y Diaz, M. (2024). The Role of Critical Pedagogies in Early Childhood Education to Create Pathways into STEM for Racially Minoritized Communities. Education Sciences, 14(11), 1208. https://doi.org/10.3390/educsci14111208
Armstrong, J. (2024). The QAA's subject benchmarks and critical pedagogy: The example of ‘gateway to King's’. British Educational Research Journal. 50 (1), 2899 - 2919. https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1002/berj.4059
Aronowitz, S. (2012). Paulo Freire's radical democratic humanism: The fetish of method. Counterpoints, 422 (1), 257-274. http://www.jstor.com/stable/42981762
Barroso, J. y Trujillo, J. (2022). El pluralismo epistemológico y la pedagogía libertaria como principios para la enseñanza universitaria: [Epistemological pluralism and libertarian pedagogy as principles for university teaching]. ENSAYOS. Revista De La Facultad De Educación De Albacete, 37(1), 17–33. https://revista.uclm.es/index.php/ensayos/article/view/2874
Bergan, S., Harkavy, I., y Munck, R. (2023). Higher education leadership for democracy, sustainability and social justice. Council of Europe, Higher Education. Series 26.
Bruckner, H. K. (2024). Digesting ourselves and others through a critical pedagogy of food and race. Journal of Geography in Higher Education, 48(3), 468-490. https://doi.org/10.1080/03098265.2023.2255547
Carrasco, A. (2020). Las políticas neoliberales de educación superior como respuesta a un nuevo modelo de Estado. Las prácticas promercado en la universidad pública. Revista de la educación superior, 49(196), 1-19. https://www.scielo.org.mx/pdf/resu/v49n196/0185-2760-resu-49-196-1.pdf
Carruthers, J. (2023). Critical performance pedagogy: an approach for developing critical praxis in social work education. Social Work Education, 1-6. https://doi.org/10.1080/02615479.2023.2285848
Cavanagh, A., Vanstone, M. y Ritz, S. (2019). Problems of problem-based learning: Towards transformative critical pedagogy in medical education. Perspectives on medical education, 8, 38-42. https://doi.org/10.1007/s40037-018-0489-7
Clark, L. B. (2018). Critical pedagogy in the university: ¿Can a lecture be critical pedagogy? Policy Futures in Education, 16(8), 985-999. https://doi.org/10.1177/1478210318787053
Colás, C. y Romero, A. (2021). La razón emancipatoria de Marx y la enseñanza del Derecho en Cuba desde la pedagogía crítica. EduSol, 21(77), 144-152. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1729-80912021000400144&lng=es&tlng=es
Crukley, J., Ng, S., Brydges, R., Boyd, V., Gavarkovs, A. y Woods, N. (2022). Toward ‘seeing’critically: a Bayesian analysis of the impacts of a critical pedagogy. Advances in Health Sciences Education, 27 (1),1-32. https://doi.org/10.1007/s10459-021-10087-2
Escaño, C. (2023). Educación Postdigital: un enfoque desde la pedagogía crítica y mediática para un contexto post-Covid19. Revista Mediterránea De Comunicación, 14(2), 243–257. https://doi.org/10.14198/MEDCOM.23899
Freire, P. (1973). ¿Extensión o comunicación? La concientización en el medio rural. Buenos Aires, Siglo XXI.
Freire, P. (2001). Carta de Paulo Freire aos professores. Estudos avançados, 15 (42), 259-268. https://www.scielo.br/j/ea/a/QvgY7SD7XHW9gbW54RKWHcL/?format=pdf&lang=pt
Freire, P. (2021). Fevista de Pedagogia Crítica. Revista de Pedagogía, 19(25). https://www.clacso.org/wp-content/uploads/2021/07/Compendio-revista-Freire.pdf
Freire, P., D'Ambrosio, U. y Mendonça, M. (1997). A conversation with Paulo Freire. For the Learning of Mathematics, 17(3), 7-10. https://flm-journal.org/Articles/164C34431842FA8E405A5A16BC49B9.pdf
Freire, P., Peréz, E. y Martínez, F. (1997). Diálogos con Paulo Freire. Colección de Educación Popular. La Habana: Editorial Caminos. http://beu.extension.unicen.edu.ar/xmlui/handle/123456789/118
Gadotti, M. (2002). Los aportes de Paulo Freire a la pedagogía crítica. Revista Educación, 26(2), 51-60. https://revistas.ucr.ac.cr/index.php/educacion/article/view/2901/2803
Giroux, A. (2016). Critical pedagogy, Paulo Freire and the courage to be political. Revista e-Curriculum, 14(1), 296-306. https://doi.org/10.23925/1809-3876.2016v14i1p296-306
Giroux, H. (1999). Pedagogía crítica como proyecto de profecía ejemplar: cultura y política en el nuevo milenio. La educación en el siglo XXI. Los retos del futuro inmediato 23-37. Barcelona.
Hager, T., Peyrefitte, M. y Davis, C. (2018). The politics of neoliberalism and social justice: Towards a pedagogy of critical locational encounter. Education, Citizenship and Social Justice, 13(3), 199-206. https://doi.org/10.1177/1746197918793069
Heggart, K., Flowers, R., Burridge, N. y Arvanitakis, J. (2018). Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy. Global Studies of Childhood, 8(4), 355-367. https://doi.org/10.1177/2043610618814846
Higdon, N. (2022). The Critical Effect: Exploring the Influence of Critical Media Literacy Pedagogy on College Students' Social Media Behaviors and Attitudes. Journal of Media Literacy Education, 14(1), 1-13. https://doi.org/10.1080/02188791.2021.1941756
Holmos-Flores, E., Buendía-Aparcana, R., Castilla-Anchante, P, y Martínez-Muñoz, G. (2023). Pedagogía crítica y justicia social como un enfoque educativo para abordar desigualdades. Revista Arbitrada Interdisciplinaria Koinonía, 8(16), 97-112. https://doi.org/10.35381/r.k.v8i16.2526
Kayan, M. y Kozikoğlu, İ. (2023). Critical Pedagogy and Its Reflections to Educational Programs. Vankulu Sosyal Araştırmalar Dergisi, (11), 1-11. https://dergipark.org.tr/en/download/article-file/2995427
Kennedy, W. (1984). Conversation with Paulo Freire, Religious Education: The official journal of the Religious. Education Association, 79:4, 511-522. https://doi.org/10.1080/0034408400790404
Kozlina, S. (2021). 'That's me in the photo'-photography as a critical pedagogy technique in legal education. Legal Education Review, 31(1), 41-57. https://doi.org/10.53300/001c.30154
Mahon, K., Heikkinen, H. y Huttunen, R. (2018). Critical educational praxis in university ecosystems: enablers and constraints. Pedagogy, Culture & Society, 27(3), 463–480. https://doi.org/10.1080/14681366.2018.1522663
Martins, V. y Araujo, A. (2021). Educational and environmental crisis in Paulo Freire and Enrique Leff: For a critical environmental pedagogy. Educação & Realidade, 46(1), e105854. https://doi.org/
Martín-Sánchez, M., Casares-Ávila, L. y Cáceres-Muñoz, J. (2021). Education for sustainable consumption from critical pedagogy. Educação e Pesquisa, 47 (1). 16-27 https://doi.org/10.1590/S1678-4634202147235557
McElearney, P. (2020). ¿Qué es lo que “da vida” a la pedagogía crítica en el sector del aprendizaje permanente? Investigación en educación postobligatoria, 25 (1), 23–41. https://doi.org/10.1080/13596748.2020.1720145
McLaren, P. (2001). Che Guevara, Paulo Freire, and the politics of hope: Reclaiming critical pedagogy. Cultural Studies and Critical Methodologies, 1(1), 108-131. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=7631b6fa29b08995dc4a8993582c52d43ff82f55
Mendes, A. (2024). Unlearning Imperialism Through Artistic Remediation: A Critical Pedagogy Approach. Critical Arts, 38 (1),1-19. https://doi.org/10.1080/02560046.2024.2312434
Morgan, H., y Parker, A. (2023). Sport-for-development, critical pedagogy and marginalised youth: engagement, co-creation and community consciousness. Sport, Education and Society, 28(7), 741-754. https://doi.org/10.1080/13573322.2022.2075336
Naciones Unidas (2023). Informe de los objetivos de desarrollo Sostenible-Edición Especial. https://peru.un.org/sites/default/files/remote-resources/b8f96e9f66c3deb0787aed49580d99ae.pdf
Nicoson, C., Magalhães Teixeira, B. y Mårtensson, A. (2024). Re-imagining peace education: Using critical pedagogy as a transformative tool. International Studies Perspectives, 25(4), 448-468. https://doi.org/10.1093/isp/ekad023
Odysseos, L. y Pal, M. (2018). Toward critical pedagogies of the international? Student resistance, other-regardedness, and self-formation in the neoliberal university. International Studies Perspectives, 19(1), 1-26. https://doi.org/10.1093/isp/ekx006
Philpot, R., Gerdin, G., Smith, W., Linnér, S., Schenker, K. y Larsson, L. (2021). Taking action for social justice in HPE classrooms through explicit critical pedagogies. Physical Education and Sport Pedagogy, 26(6), 662-674. https://doi.org/10.1080/17408989.2020.1867715
Raihani, R. (2020). A model of Islamic teacher education for social justice in Indonesia a critical pedagogy perspective. 14 (1), 163-186. https://doi.org/10.15642/JIIS.2020.14.1.163-186
Rapchak, M. (2021). Introducing Critical Librarianship to Information Professionals: Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course. Communications in Information Literacy, 15(1), 140-157. https://doi.org/10.15760/comminfolit.2021.15.1.8
Rébola, R. y Elías, M. (2022). Reinventarnos con Paulo Freire educación popular, pedagogías críticas y procesos participativos. Ciudad Autónoma de Buenos Aires, CLACSO, https://biblioteca-repositorio.clacso.edu.ar/bitstream/CLACSO/171414/1/Reinventarnos-Paulo-Freire.pdf
Roohani, A., Hashemian, M.y Haghparast, S. (2016). Validating a context-specific teacher critical pedagogy. International Journal of Research Studies in Language Learning 5 (4), 3-12. https://doi.org/10.5861/ijrsll.2015.1313
Shanks, N. (2019). Economics (Only) now: The temporal limitations of economics as part of a critical social studies pedagogy. Education Sciences, 9(1), 36. https://doi.org/10.3390/educsci9010036
Sinkinson, C. (2020). Teacher as Stranger: Unfinished Pathways with Critical Pedagogy. Communications in Information Literacy, 14(1), 97-117. https://doi.org/10.15760/comminfolit.2020.14.1.8
Souza, E. y Cunha, P. (2022). Student Strike as a Critical Pedagogy Practice in Graphic Design Education. Diseña, (21), 5-5. https://doi.org/10.7764/disena.21.Article.5
Unesco (20 de abril, 2023). Educación en crisis, desafíos del camino a seguir. Oficina de Unesco en Guatemala. https://www.unesco.org/es/articles/educacion-en-crisis-desafios-del-camino-seguir
Walmsley, A. y Wraae, B. (2022). Entrepreneurship education but not as we know it: Reflections on the relationship between Critical Pedagogy and Entrepreneurship Education. The International Journal of Management Education, 20(3), 100726. https://doi.org/10.1016/j.ijme.2022.100726