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Revista Arbitrada Interdisciplinaria Koinonía

versión On-line ISSN 2542-3088

Resumen

HOLMOS-FLORES, Erlinda; BUENDIA-APARCANA, Roberto Reymundo; CASTILLA-ANCHANTE, Percy Elisban  y  MARTINEZ-MUNOZ, Gimer Gustavo. Critical pedagogy and social justice as an educational approach to address inequalities. Koinonía [online]. 2023, vol.8, n.16, pp.97-112.  Epub 16-Ago-2023. ISSN 2542-3088.  https://doi.org/10.35381/r.k.v8i16.2526.

This study aimed to promote critical pedagogy and social justice as an educational approach to address inequalities in education. It was carried out under a quantitative approach and a descriptive methodology. The research was conducted with 20 students belonging to the Andrés Bello School in Peru, where critical pedagogy, social justice critical reflection, equity and inclusion were studied as central variables of the study within an educational environment with equal opportunities and respect for diversity. In conclusion, it was determined that critical pedagogy is based on a reflective approach that seeks to empower students, develop their critical awareness and promote their active participation in the transformation of society while social justice, in turn, seeks to ensure equal opportunities for all individuals, regardless of their social, economic or cultural background.

Palabras clave : Critical pedagogy; social justice; critical reflection; inclusion; equity.

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