Aportes de la educación popular a las ciencias pedagógicas y sociales comtemporáneas. Observaciones desde una perspectiva latinoamericana

Abstract

The article reflects an update from a Latin American perspective on the most important contributions made to Contemporary Pedagogical and Social Sciences by Popular Education. To do this, we have focused on three consubstantial and interlinked elements: the rescue of the holistic sense and the notion of totality, reflexivity as an imperative and intangible social budget and the need to rewrite the concept of development in contemporary life. We start from a previous study, carried out by the authors, focused on the conceptualization and contributions of Paulo Freire about the redesign of traditional concepts: learning and being; the importance of rewriting the social sciences in terms of generating changes from people so that it is the human being himself, individually, who drives his own development, but with a collective vision and, in this way, assumes his transformative role in the society. The subject must come to perceive himself as a social actor of great weight and builder of knowledge. The concepts of absolute truth, universal education, social transformation, pedagogy and diversity are once again under our gaze to go beyond Freire's thinking and roughly analyze the influence of popular education on pedagogical and social sciences in the current context. The article focuses, from the voices of various educators and pedagogues, on the pressing need to continue breaking patterns of cultural domination, the importance of believing in education as an inalienable part of social processes, intercultural, reflection, debate, the recognition of the “other”, of permanent criticism to generate social transformation.