Critical pedagogy: undoing and doing education in the contemporary world

Abstract

Caught between the theories of human capital and the processes of learnification, critical pedagogy today faces a dual task: investigating and deconstructing the continuous advance of technocratic and authoritarian economic and political paradigms within educational and training processes, and reconstructing its own epistemology of practices of liberation and democracy. In order not to become the handmaid of the discourses of domination and dominant, starting from active and committed research in the formal and informal contexts of education, this process of reconstruction can perhaps start from a rejection of the language that traps pedagogy within hegemonic conceptualizations and from a renewed attention to the materiality of bodies, contexts and gestures of educating as well as the collective dimensions of social life.