Democracy and Social Justice in Latin American Education: A perspective from the Lived Curriculum
保存先:
| 著者: | |
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| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2026 |
| その他の書誌記述: | The lived curriculum is an approach that distances itself from the technical rationality of education. This essay reflects on democratic education based on social justice in Latin America from the perspective of the lived curriculum. Democracy in Latin America is currently experiencing a period of crisis for various reasons, notably the weaknesses of the representative-liberal conception to democracy, with other approaches such as direct and participatory democracy gaining ground, especially in socio-cultural organizations anchored in the territories. Furthermore, it is recognized that the education system at different levels and in various contexts reproduces technical-instrumental logics that are not consistent with democratic education, for example, with a problematizing dialogue in the Freirean sense. For this reason, it is considered that the lived curriculum can contribute to an epistemological renewal in Latin American education that gives a necessary human and sociocultural face to educational experiences. |
| 国: | Portal de Revistas UNA |
| 機関: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 言語: | Español Inglés |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/22225 |
| オンライン･アクセス: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/22225 |
| キーワード: | cultural diversity education gender equality human rights political system derechos humanos diversidad cultural educación igualdad de género sistema político |