Resumen

QUINTERO CORZO, JOSEFINA  y  PENARANDA GOMEZ, LARRY. Critical pedagogy and power: encounters and disencounters between Paulo Freire and Michel Foucault. Zona prox. [online]. 2025, n.42, pp.150-172.  Epub 02-Ene-2025. ISSN 2145-9444.  https://doi.org/10.14482/zp.42.864.850.

This reflection article derives from a doctoral research project registered along the lines of two groups ranked by the National System of Science, Technology, and Innovation-Ministry of Sciences (Minciencias). The objective was to analyze the encounters and disagreements between Paulo Freire and Michel Foucault, two great thinkers who have influenced educational reforms in Latin America since the twentieth century regarding the horizon of critical pedagogy and power. A documentary follow-up is carried out in the methodology using the content analysis technique, and conceptual networks are configured with the help of the VOSviewer software. The results indicate that, although there are epistemological gaps between the two authors due to their fields of action, their ideas converge in asserting that power represses the consciences of individuals. The encounters between the postulates were established around categories related to manipulation, acquisition of knowledge by the subject, power-knowledge, dialogue, relationship of the academic community, and student vision. The categories of disagreement were analyzed around the concepts of the educational system, freedom, performative-pragmatic function, laws, conscience, and taking the floor. It is concluded that history is a strong device in the writings of the authors, as it intimately relates the past as a process of construction and reconstruction, accompanied by events and acts that envisage the present.

Palabras clave : Domination; emancipation; liberation; critical pedagogy; political power; knowledge.

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