Emancipatory y pedagogico thinking

Abstract

The current socio-historical context gives reasons to generate a Pedagogical Thought for Venezuelan educators. In the same way, the demands of the Bolivarian Process require an educational stance relevant to these changes. In addition, the attempts of the latest educational reforms have not yet fulfilled in most Latin American nations, with the right that all peoples have to receive a free, inclusive, equal, participatory and quality education. This thought must take into account the elements of the thought of Bolívar and Maestro Rodríguez. Also for the Venezuelan historical process is configured, the development of a critical didactics, framed within the sociocritical paradigm, based on social criticism, with a self-reflective character. Teachers also have Foundations set out in the National Curriculum (2007) where the historical, pedagogical and philosophical bases are dictated, among others, for the training of children, youth, adults and adults in our country.