Thinking and rethinking pedagogy in our America continues to be a great task for those of us who care about philosophizing committed to the struggles of always, so designing an educational proposal is vital for the peoples of the South, who continue to seek political alternatives to the cruel reality in which they still find themselves, therefore, returning to the contributions of Freire's pedagogical thought is to rediscover ourselves with a type of pedagogy that contributes to drawing new spaces for the process of social and educational transformation that our communities yearn for. In this sense, from a hermeneutic methodology, the purpose of this research is to analyze Freire's pedagogy from his ideas about autonomy, hope, otherness and decoloniality that allow generating some reflections for the ever-current debate of contemporary pedagogical ideas in our America. In conclusion, it can be highlighted that the legacy that the Freirean pedagogical ideology leaves us is an invitation to assume from autonomy and hope, to an academic commitment from an ethics of otherness whose pedagogical praxis seeks to contribute to the socio-educational process that is lived in the community. region for the construction of a more just, plural and free society.
|Título traducido de la contribución||Pedagogy in Freire: Autonomy, Hope, Alterity and Decoloniality. Reflections on the Contemporary Debate|
|Número de páginas||11|
|Publicación||Revista de Filosofia (Venezuela)|
|Estado||Publicada - 1 sep. 2022|
Nota bibliográficaPublisher Copyright:
© 2022, Universidad del Zulia. All rights reserved.