Abstract

CABALUZ-DUCASSE, Jorge Fabián. Latin American Critical Pedagogies and the Philosophy of Liberation: The Potential of a Theoretical-Political Dialogue. educ.educ. [online]. 2016, vol.19, n.1, pp.67-88. ISSN 0123-1294.  https://doi.org/10.5294/edu.2016.19.1.4.

The intent of this article is to encourage a far-reaching ethical, political, epistemological and conceptual dialogue between the philosophy of liberation (as expounded by Enrique Dussel) and Latin American critical pedagogies. Concerned about strengthening the critical aspects that shape the field of education, it refers initially to the theoretical potential of deploying a dialogic exercise between these currents of thought. Three major points of encounter are considered; namely: the praxis of liberation, positioning from the standpoint of Latin America and the oppressed otherness, and epistemological decolonization. The article also refers to the relevance of the concepts of liberation, otherness and colonialism for the future of Latin American critical pedagogies in the twenty-first century.

Keywords : Theory of education; critical pedagogy; philosophy of liberation; political education; Latin America.

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