Teoría crítica de la liberación, currículo emancipador y rol del docente

Abstract

This paper examines the relationship between Critical Theory, the Pedagogy of Liberation, and the Emancipatory Curriculum in Latin America, highlighting their transformative potential in addressing the structural inequalities that pervade educational communities. It begins with a diagnosis of ahistoricism in the pedagogical field, identified as an obstacle that has limited both the
understanding of curriculum from a political perspective and teachers' ability to question dominant frameworks of power and knowledge. Subsequently, the contributions of Critical Theory, Critical Pedagogy, and Paulo Freire's Pedagogy of Liberation are examined, emphasizing the centrality of
praxis as a dialectical articulation between action and reflection aimed at social transformation. The
analysis argues that education does not inherently possess a liberating character; rather, it depends on the mediation exercised by teachers. Consequently, the role of the educator is redefined as a dialogic mediator and co-constructor of knowledge, capable of mobilizing critical thinking, participation, and transformative action. The conclusion holds that, through the recognition of historical and social contexts and a commitment to emancipatory praxis, education can be configured as a space for justice and social equity.