Psychological, Sociocultural, and Affective that Foster a Liberating Creative Education
保存先:
| 著者: | , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2022 |
| その他の書誌記述: | This essay seeks to put psychological, sociocultural, and affective elements in a dialogue, starting from what has been learned from educational challenges as revealed by the research of the Program Alfabetización Crítica of the Universidad Nacional, Costa Rica, also analyzing what happened in the pandemic period with distance learning in Latin America. The manifestation of asymmetric power relations and the absence of youth cultures in educational centers are striking and impose a proposal for a liberating education. |
| 国: | Portal de Revistas UNA |
| 機関: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 言語: | Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/18038 |
| オンライン･アクセス: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/18038 |
| キーワード: | Alfabetización crítica educación liberadora propuestas educativas teoría de la educación critical literacy education for liberation educational proposals theory of education |