Critical pedagogy: an epistemic-emancipatory approach in the social construction of knowledge

Abstract

Education as a socio-cultural process in the formation of being in this 21st century, opens the way to a new episteme that contemplates reality from an integral perspective in all the orders: Sociocultural, political, economic and ecological. In this sense, this article aims to encourage reflection on critical pedagogy, from an epistemic-emancipatory approach that recreates the social construction of knowledge; as a way of responding to the needs of our societies that seek with greater force socio-political, economic and cultural liberation paths in the educational field in order to contribute to recreate the conception of an educational movement directed to a praxis in reflective action, which rescues the subject with a social conscience; as its leading role transforming its own reality.