Critical didactics is a current of educational thought and action that seeks to go beyond the mere transmission of knowledge to promote a deep reflection on the social, political and cultural reality in which education is immersed. It is based on the idea that education is not a neutral process, but is influenced by power relations, ideologies and structures of domination that must be questioned and transformed. In this sense, critical didactics focuses on promoting the emancipation of individuals through an education that allows them to understand and critically transform their environment.
Characteristics of critical didactics
Critical didactics is characterized by its transformative approach and its commitment to social justice and equity. Some of its main characteristics are the following:
1. Dialogue and critical reflection
Critical didactics promotes dialogue as a fundamental tool for the construction of knowledge and social transformation. Through dialogue, the active participation of students in the educational process is encouraged, allowing them to question, reflect and debate on different topics from a critical perspective.
2. Contextualization and problematization
Critical didactics considers it essential to place knowledge in its sociocultural context and problematize it, that is, analyze it from different perspectives and question its underlying assumptions. In this way, we seek to avoid an abstract and decontextualized education, promoting a deep understanding of social phenomena and the application of acquired knowledge to concrete reality.
3. Interdisciplinarity and transversality
Critical didactics encourages the integration of different disciplines and approaches in the educational process, recognizing the complexity of contemporary problems and the need to address them comprehensively. Likewise, it promotes the transversality of the contents, that is, the connection of learning with the daily life and reality of the students.
4. Participation and empowerment
Critical didactics promotes the active participation of students in the educational process, giving them a leading role in the construction of their knowledge. The aim is to empower students to be able to critically analyze their environment, identify social problems and seek solutions from a transformative perspective.
5. Education for emancipation
One of the main objectives of critical didactics is to promote the emancipation of individuals, that is, their ability to act autonomously and critically in society. The aim is to form conscious, committed citizens capable of transforming their reality, thus contributing to the construction of a more just and equitable society.
Objectives of critical didactics
Critical didactics has as its main objective the transformation of education and society through the promotion of critical, reflective and emancipatory education. Some of its specific objectives are the following:
1. Promote critical consciousness
One of the main objectives of critical didactics is to promote critical consciousness in students, that is, their ability to question, reflect and deeply analyze the reality in which they live. The aim is to develop in students the ability to identify and question injustices, inequalities and oppressions present in society, as well as to seek alternatives and solutions from a transformative perspective.
2. Promote active participation
Critical didactics seeks to promote the active participation of students in the educational process, giving them a leading role in the construction of their knowledge. It seeks to promote collaboration, dialogue and cooperation among students, as well as interaction with the social and cultural environment in which they are inserted.
3. Develop critical thinking skills
Another important objective of critical didactics is the development of critical thinking skills in students, that is, their ability to rigorously analyze, interpret and evaluate information, arguments and the positions present in society. The aim is to train individuals capable of discerning between different perspectives, of arguing in a well-founded manner and of making informed and reflective decisions.
4. Promote solidarity and inclusion
Critical didactics seeks to promote solidarity, empathy and inclusion among students, promoting respect for diversity, equal opportunities and equity in access to education and to knowledge. We seek to build inclusive and welcoming educational environments, in which all students feel equally valued and respected.
5. Promote social transformation
Finally, critical didactics aims to promote social transformation through education, promoting collective action, citizen mobilization and the fight for social justice. The aim is to form active, committed and supportive citizens, capable of positively influencing their environment and contributing to the construction of a more democratic, egalitarian and participatory society.
In conclusion, critical didactics is presented as an innovative and pedagogical proposal. transformative that seeks to overcome traditional approaches to education to promote a comprehensive, critical and emancipatory training of individuals. Through its characteristics and objectives, critical didactics is positioned as a fundamental tool for the construction of a more fair, equitable and democratic education in which students are able to understand, transform and actively participate in their social and cultural reality.