Reflection and Critical Pedagogy
Introduction
As part of my training that I am starting in the world of pedagogy, and that to date was nothing more than the subject called student, and this throughout my life of training I have seen as in several scenarios, training principles, education legislation Basic, medium and professional, as well as the foundations and characteristics of schools, schools, universities, educational institutions, teachers, and colleagues have contributed in my current training, and of this and the reading of the critical pedagogy article have allowed me to reflect all these all these same scenarios throughout formative life, but from the focus of a potential trainer or teacher.
This approach, and the critical positions of authors such as Giroux, McLaren, Freire, Melich and Barcena where some of the variables and changes that we must face clearly, directly, directly in our position and methodology of pedagogy, of the How sure so far has not been further from criticizing some pedagogical concepts that we have had to enjoy, and in others suffer or suffer from not having enough structure that would allow us to see with constructive criticism the development and approach provided.
Developing
It is also, it is possible that being self-absorbed in our student position that we have overlooked many of the criticism, or deficiencies of our education, which as Freire indicates that pedagogy consists, first of all, in a reflection about practice [Footnoteref: 1] where I understand we must give an approach to our form and scheme of teaching, which somewhat systematic and why not say it repetitive usually calculates the ways in which we have been formed.
In this sense, Freire also refers that educational practices are not only referring to those carried out in the institutional spaces created for it, but that the knowledge and cultural knowledge offered by society to the new generations, this because this is why They are evolving quickly and the social environment as well, with which we are urged to be reflective at all times as forming subjects to be flexible, adaptable to new needs and making an innovation effort to go beyond, of being critical and self-critical With the papers that governments, institutions and teaching have.
Confronting the two positions that are as a student and now an educator subject, the reality is evident that the government and institutions have evolved the principles and programs approaches giving society mostly professionals for the management and development of the economy, and of personal and families survival, so we see many students who do their training process for a fulfillment of having a degree that allows them to access a job, or a better professional or economic position.
The worrying thing about all this is that it is not seen, or at least not much that government, institutions and teachers take away the band of the eyes and allow them to see that education is not only to have knowledge, and develop in a work environment. That in the case of those trainers, who, being professionals in any field, decide to train to train and develop in pedagogy.
Obviously with a position of its social and theoretical context with which it works, this must be accompanied by a reflection from the epistemological, conceptual and methodological point of view, identify the factors, dimensions, that facilitate or hinder its development, and with it Recognize that pedagogical practice must have the intentional action of formation of which qualities of knowledge innovation, new practices and concepts are generated.
conclusion
Finally and after giving the exposed arguments I see with great concern that the pulse in the critical pedagogy is in a long and dense path, of which we must be participating as forming subjects to be critical and reflect on how, of why of the methods, of the because and how can we develop skills to students that everything is about to improve.
We must potentiate the work and social environment that allows to capitalize on the knowledge of the specialty in which we develop that it is really transformative of pedagogy, teaching, new concepts and that students are part of the change and to instill this knowledge to society, who must be the beneficiary of all this. I hope and predict that with all these dreams of a better practical pedagogy we will achieve a transformation of the subjects themselves, including students and teachers, as well as their realities.
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