Paulo Freire's Pedagogía de la autonomía

Authors

  • Pablo Emilio Cruz Picón Universidad Autónoma de Bucaramanga Author
  • Lady Jazmmin Hernández Correa Universidad ECCI Author

DOI:

https://doi.org/10.18634/sophiaj.18v.2i.1137

Keywords:

Autonomous pedagogy, educational process, ethics, education, critical thinking

Abstract

The main objective of this review is to show the most significant aspects of the book Pedagogy of autonomy: necessary knowledge for the educational practice of the Brazilian pedagogue and philosopher Paulo Freire. For this purpose, the three chapters are explored, described and interpreted in an analytical way, which address four elements: role of the teacher, student, knowledge and ethical sense of the pedagogical act. It is concluded that autonomy is a symbolic factor of the educational process. Likewise, teaching is not transferring knowledge, but creating conditions for its construction.

Author Biographies

  • Pablo Emilio Cruz Picón, Universidad Autónoma de Bucaramanga
    Magister en Educación/Universidad Autónoma de Bucaramanga (UNAB)ORCID: https://orcid.org/0000-0003-2548-4657
  • Lady Jazmmin Hernández Correa, Universidad ECCI
    Especialista en Innovación Docente Mediada por TIC /Universidad ECCI. ORCID: https://orcid.org/0000-0002-5399-3849

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Published

2022-11-03

Issue

Vol. 18 No. 2 (2022): Continuous Publication

Section

Book Reviews

License

Articles published in Sophia are distributed under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence. Authors retain copyright and grant the journal the right of first publication.

How to Cite

Cruz Picón, P. E., & Hernández Correa, L. J. . (2022). Paulo Freire’s Pedagogía de la autonomía. Sophia, 18(2). https://doi.org/10.18634/sophiaj.18v.2i.1137

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