Tensions in the Training of Researchers in Education from the Perspectives of Critical Pedagogy

Abstract

In the training processes of researchers in education from the perspectives of critical pedagogy, a series of tensions derived from their understanding and possibilities of materialization are presented, the following are identified and developed: a. Critical pedagogies, from its conceptual foundation to its contextual exercise; b. From stigmatization in a polarized country to awareness; c. From times and movements to situated and committed training and reflection, d. From the obedient student/teacher to the social and historical subject; and. From compliance with a content plan to intentional training; Thus, it is intended to contribute to building dialogues around which guiding elements of the perspectives of critical pedagogies are configured as a training horizon for researchers in education.