Revisión sistemática de la literatura sobre la perspectiva de Freire y su incidencia en la docencia

• José Jesús Trujillo Vargas ^[1] ; Ignacio Perlado Lamo de Espinosa ^[2]
  1. [1] Universidad Internacional de La Rioja

     Universidad Internacional de La Rioja

     Logroño, España

     
  2. [2] Universidad de Alcalá

     Universidad de Alcalá

     Alcalá de Henares, España

     
• Localización: Formación docente, fundamentos metodológicos y evidencias empíricas / coord. por Aura L. López de Ramos, Gustavo Quintero Barreto, Belka Bonnett Bogallo, 2024, ISBN 978-84-1079-036-0, págs. 274-287
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen

  • This work analyses the postulates of Freire’s pedagogy and their relevance in the face of the mercantilism that has been occurring for decades in the field of Higher Education. The rhetoric implicit in neoliberal discourses is impregnated with enough tricks to convince all those members of the educational-training community who long for a stable work future or those who, being an active part of said training (teachers), try to fulfil the prevailing requirements with the ultimate goal of improving their work performance, although in this attempt they develop actions that go against the very essence of what it means to educate and/or train. This work focuses its attention on reflecting, following a bibliographic review on the subject, on the ethical-social conditions inserted in this training system and the consequences that it is having not only for the university professors themselves, but for future teachers.

    Teachers who are currently being trained, always from the prism of Freire’s pedagogical ethical legacy and the need to address an alternative joint action based on cooperative learning. One of the primary objectives, therefore, is to unravel neoliberal fallacies to reconstruct a pedagogy based on criticism and the common good from the principles of Freire’s methodology through cooperative learning. As a result and conclusion to be taken into account, it must be noted that the different authors show the importance of Freire’s pedagogy and its principles and its potential capacity to confront, from theory and practice, the neoliberal mercantilist model that exists in the academic field