Critical pedagogy in transformation of the educational framework

Abstract

The approach to the transformative critical pedagogy acquires notability in the educational framework in the learning relationships because it is directed towards a curricular change, with self-gesturing characteristics that provoke constant innovations in the educational institutions; that is, with relevance in the classroom. To achieve this purpose requires a teacher willing to promote cognitive skills in an environment of freedom, capable of transforming the student into an autonomous, self-related and responsible for both their learning and their social self-development. In this sense, it´s considered appropriate to demonstrate the progress of a doctoral thesis with the purpose of generating a theoretical approach from the critical pedagogy transforming the educational framework in the learning relationships. From there, that the research development was assumed from the socio-critical paradigm, framed in a phenomenological-hermeneutic approach. Thus, three (3) teachers were selected from the context, involved for their experience, experience, knowledge and significant contributions, categorization, contrast and triangulation will also be carried out, conceiving the construction of the experience lived in school life, and the teacher's action with the other members of the educational process, emphasizing through the critical pedagogy the curriculum will be built permanently and continuously, because it is based on the premise of learning by doing in a collective.