Level of knowledge about critical pedagogy as a teaching practice in the foreign languages career of a Peruvian public university
DOI:
https://doi.org/10.51252/rceyt.v1i2.390Keywords:
education, english, critical thinkingAbstract
Currently, teachers, careers and universities are plagued by the conflict between different educational models, some guided by the logic of the market and others by alternative proposals such as Critical Pedagogy (CP). In this sense, the objective of the present study was to determine the level of knowledge about CP as a teaching practice in the language course of a Peruvian public university, since the importance of this for the social and critical development of the student was identified. A simple descriptive design was used. The sample consisted of 24 teachers from the professional foreign languages school. A 10-item test was used, with the following dimensions: Context-Centered Education (ECC), Ethical and Political Education (EEP), Individual Recovery Education (ERI) and Education for Critical Thinking (EPC). The results show that the level of CP knowledge of teachers was 41.6% at the low level, 45.8% at the average level and 12.6% at the high level. The study concludes on the need to promote CP in Peru and the region in order to satisfactorily fulfill the ultimate goals of higher education.
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Copyright (c) 2022 Yolanda Castañeda-Almerí, Carola Rodríguez-González, Boris Jesús Arce-Saavedra, Mercedes Vílchez-Ordoñez, José Quevedo-Bustamante
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