Paulo Freire's pedagogy and citizenship education in Colombia: another way of building democracy in schools

Abstract

This paper begins with a statement of citizenship education, its objectives and strategies implemented in the education of the 21st century. Subsequently, we analyze the role played by critical rationality in liberation pedagogy, considering the human being essentially in its dialogic, historical and transformative dimensions for Freire's thought and his particular vision of education as the realization of these dimensions. Then, the concept of dialogue for this author is described, and how this, when developed in the educational process, transforms the relationships of the subjects involved in the educational activities and encourages them to consider the context in which they live. It is important to emphasize that, this consideration not only seeks the contemplation of reality but its transformation by the collective action of the actors involved in the educational process; then, we consider the implications that dialogue and liberation pedagogy have in the society that thinks and claims to be democratic, therefore, we propose a critical and effective state of equality and freedom, which goes beyond the legal and formal considerations that may be enunciated in a code. Besides, we intend the foundation and experience of democracy in the construction and practice of this critical analysis.