La Influencia de las Teorías Críticas en la Pedagogía de la Liberación

The educational environment is one of themost propitious scenarios for generating,developing and committing to criticalthinking. Critical thinking has as one ofits bases the awareness of the differentparticipants in the different environmentsin which it develops; This makes itpossible to generate spaces for reflectionthat have a direct impact on the liberationof the person by changing any situation ofoppression, domination, passive attitude,dormant attitude or accommodated bysituations of participation, freedom andcommitment. It can also be emphasizedthat pedagogy actively criticizes the desireof the person to make the process ofliberation a reality. In this sense, this article takes a look atthe bases and contexts that provoke thebirth of critical theories from two authorsrepresentative of the Frankfurt school(Marcuse, and Horkheimer)to later link his contributions with critical pedagogy inLatin America and to make an approachand identify those influences in theEcuadorian context by investigating theeducational experience proposed byMonsignor Leonidas Proaño and fromthere to recognize the contributions ofthese authors to the development ofcritical theory in the classroom.