Resumo

TORRES, Analí. Optimization of the pedagogical field from classroom work a social emancipatory perspective. Paradígma [online]. 2012, vol.33, n.1, pp.45-66. ISSN 1011-2251.

This contribution has as its primary objective to interpret, at least, three key aspects of classroom work. In this way, we advance towards a social emancipatory perspective of the  pedagogical act, in which the individual is recognized as having potentialities and capacities  to transform him/herself and also his/her  immediate context. These aspects are: a) The construction  of knowledge, supported by the actions and reflections of the students as authors of their own learning; b) the development of critical thinking, as an instrument to liberate the individuals so that they may become thinking, questioning, , searching,  and purpose finding  persons  in their real context; and c) it also builds on the assumption that real education must offer the student a self transformational experience as well as a social transformational experience. Therefore, we come close to a revaluation of the pedagogical action,  under the premise of the new conceived interactive roles    both of teacher and  student, that today offer an optimization of academic experience inside the classroom. Critical pedagogy is the theoretical basis of this stance, from which we propose the putting into practice of academic instruments aligned with liberating educational policies and positive social transformations.

Palavras-chave : Construction of knowledge; critique; emancipation and social transformation.

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