To build a Latin American education. The pedagogical and curricular thinking of Rolando Pinto

 

Abstract:

In this article we highlight the value that for the field of Critical Pedagogy has the experiences and the reflexive capacity with which Rolando Pinto has faced the educational praxis. His theory is presented with the purpose of generating a concise framework of the Chilean educator's approaches. It is proposed that his thought arose from the methodology "reflection-action" and "reading the world" (proposed by Paulo Freire). This is evidenced in texts that address the characteristics of "pedagogy, curriculum and critical teacher situated", allowing us to identify, understand and systematize the three structural axes of the proposal. Finally, it is proposed that critical-Latin American educational communities that will recognize areas and actions necessary to transform the education imposed.

 

Keywords:

Rolando Pinto - Critical Pedagogy - Latin American educational paradigm - Educational practice.