Critical pedagogical action and formation of reflective thinking
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Abstract
The essay seeks to approximate two theoreticians of human educability, Dewey and Freire, as well to problematize the fundamentals that involve the act of teaching and learning in a new contextualized, reflective and freeing perspective that provides the development of democratic practices. Reflective thinking originates itself from a problem, the scope of educational action, which starts from a necessary spontaneity but not enough for human educability and socialization. Thus, both reflection and awareness, keeping all the theoretical differences, are fundamental for a complete educational action. The itinerary will be based on bibliographic analysis divided into three moments. Firstly, we will discuss the concept of pedagogical action, secondly, the dimension of reflective thinking, lastly, liberating practice as emancipatory principle, necessary for all democracies.
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