La incursión de la pedagogía crítica y en la enseñanza educativa superior informal

Vicente Rodrigo Tamayo Arellano; Andrea Alejandra  Cevallos Goyes; Richard Nicolayo  Bonilla Mayorga; Sandy Macarena  Gancino Vergara

doi:10.26871/killkanasocial.v6i4.1183

Autores/as

Vicente Rodrigo Tamayo Arellano Universidad Estatal de Bolívar
Andrea Alejandra Cevallos Goyes Universidad Estatal de Bolívar
Richard Nicolayo Bonilla Mayorga Universidad Estatal de Bolívar
Sandy Macarena Gancino Vergara Universidad Estatal de Bolívar

DOI:

https://doi.org/10.26871/killkanasocial.v6i4.1183

Palabras clave:

pedagogía crítica, educación informal, plan de estudios, evaluación

Resumen

Esta revisión explora la pedagogía crítica, considerada por los educadores informales como una influencia clave, para insertarla dentro de los procesos de enseñanza y aprendizaje en la educación superior, buscando evaluar el potencial y relevancia innovadora. Se profundiza en los antecedentes relacionados con la pedagogía crítica, en torno a sus principios, propósitos y enfoques influyentes en la pedagogía global. Los resultados de la discusión denotan que la pedagogía crítica es crucial para la enseñanza de los educadores informales, ya que permite a los docentes y profesionales interrumpir la hegemonía del pensamiento neo liberal y neo gerencial en las prácticas educativas superiores y reorientar su posicionamiento dentro de las instituciones analizadas. Las conclusiones se centran en la practicidad de la habilitación pedagogía crítica, dentro de la enseñanza adherida hacia la educación informal en las universidades.

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