Teoría y resistencia en educación, hacia una pedagogía crítica desde los planteamientos de Henry Giroux
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Date
2013
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Corporación Universitaria Lasallista
Facultad de Ciencias Sociales y Educación
Facultad de Ciencias Sociales y Educación
Abstract
A critical view of education requires, from any
person interested on the subject, a commitment
from that person´s being, knowledge and actions,
aiming to build a constant self-criticism and
achieving a coherence between speech and deeds
and a commitment from his/her being and feelings.
This paper goes through the main assumptions of
Henry Giroux in the critical pedagogy proposal of
his book “Theory and Resistance in Education”
(1992). The concept of critical theory refers to
the nature of the self-conscious criticism and
to the necessity to develop a speech about
transformation and social emancipation which
is not dogmatically attached to its own doctrinal
assumptions, recognizing the fact that story can
be changed and that the potential for a radical
transformation really exists. Even though it is not
possible to say that there is a single critical theory
that can be shared universally, an evaluation of
the new conformation of capitalism and its search
for economical and ideological control can be
considered as a common attempt. The aim to
find the bases of a critical theory requires paying
attention to the work developed by the Frankfurt
School.
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Keywords
Corporación Universitaria Lasallista, Facultad de Ciencias Sociales y Educación, Teoría crítica, Educación, Educación - Teorías