Los contextos de los sujetos educativos y el aprendizaje

humano. El tratamiento del inglés en los diferentes

contextos educativos: educación general básica y
bachillerato
UNITc 4
School and Social Unit

Author: Alberto Altamirano P., Mgs.

TABLE OF CONTENTS
Topic 1 ...................................................................................................................................................... 3
Objetive .................................................................................................................................................... 3
Introduction ............................................................................................................................................. 3
DESARROLLO DE LOS SUBTEMAS DEL TEMA 1 ......................................................................................... 4
Subtopic 1: ............................................................................................................................................... 4
Contradictions of the community ............................................................................................................ 4
Subtopic 2: ............................................................................................................................................... 5
Human nets .............................................................................................................................................. 5
Subtopic 3 ................................................................................................................................................ 6
Critical reflections .................................................................................................................................... 6
Bibliography........................................................................................................................................... 10
 DESARROLLO DEL CONTENIDO DEL TEMA 1

Topic 1

Socio critical theory

Objetive

Building communicative actions, creating spaces for debate, negotiation

and consensus

Introduction

At the beginning of the XXI Century, human beings began to experience one of the greatest
technological advances in history, ranging from the transformation of the ways in which
people communicate with each other to the ways in which they work. This so-called
technological revolution is closely related of course to computing, multimedia, information
and communication. From this moment of revolution in the new millennium, it is considered
as the "information society" where education plays a fundamental role in all aspects of life,
which brought great challenges to teachers in rethinking new methodologies within
classrooms such as the use of technology in a creative and productive way.

Given the above, the way in which education can be transformed is based on socio-critical
theory so that it can respond constructively to the technological and social changes we are
experiencing, highlighting the importance of context through the constant process of
reflection and self-criticism, developing a more inclusive education, as well as the change of
social relations towards equality and social justice, creating pedagogical alternatives based
on the needs, interests, problems and possibilities of the student groups where they can relate
theory with practice based on Socratic discussion.
 DESARROLLO DE LOS SUBTEMAS DEL TEMA 1

Subtopic 1: Contradictions of the community

According to (McLaren, 1994), the critical pedagogy involves:

Teaching and learning should be a process of inquiry, of critique; it

should also be a process of constructing, of building a social
imagination that works within a language of hope. If teaching is cast
in the form of . . . "a language of possibility," then a greater potential
exists for making learning relevant, critical, and transformative.
Knowledge is relevant only when it begins with the experiences
students bring with them from the surrounding culture; it is critical only
when these experiences are shown to sometimes be problematic (i.e.,
racist, sexist); and it is transformative only when students begin to use
the knowledge to help empower others, including individuals in the
surrounding community (as cited in AECT,2001 p.197)

This author clearly expresses that we must lose weight from dogmatic theories and
begin to see the teaching-learning process as a journey to research where all the
entities that make life in educational contexts give their contributions with their
own thinking for the construction of a better society, living in equity and with
respect for diversity, making learning a collective meeting of knowledge, where
you can transform existing reality, responding to problems based on critical
thinking, which is nothing other than experiences, brought from their cultural
environment in which they operate, that is, the community.

On the other hand, discussions based on race / ethnicity and education are said to
be fundamentally based on social class. In this sense, several researchers maintain
that improving the social status of an individual also improves their achievements
in school, so that the socio-critical theory becomes relevant in education.

From (McLaren,1998) view, it is stated that “schools soul changes to a place for
creating critical science and political and social working. Also, school should be
effective for being social balance for all groups and destroying the social
categories, racial, gender-oriented and ideas” (as cited in Akbar,2013 p. 445).

Another interesting author like (Freire, 1973) believes that “Schools are not the absolute and
precise, apart from the community. The school is a scenic community attitude that have
infiltrated every aspect of their schools"

In short, the school should never be seen in isolation from the community and the family
because they form an indivisible triad that encourages critical thinking led to praxis.
 Subtopic 2: Human nets

According to (Illich,1973), who was one of the chief educational gurus of the 1970s and most
radical critic of schooling whose work has fallen from view but is still important and should be
re-engaged in the present situation. He maintains “a radical critique of existing schooling and
alternative notions like webs of learning, tools for conviviality, and radically reconstructing
education to promote learning, democracy, social and communal life, thus providing salient
alternatives to modern systems” (as cited in Kelnner,2002 p. 10)

This great thinker Illich, conducted a prophetic analysis of the limits and possibilities of
technologies with institutions called "schools". Illich anticipates the Internet with "learning
networks" and "coexistence tools" which provide resources and interactivity that could help
revolutionize education.

Illich with this "Coexistence Tool" promotes learning, in the construction of a society in which
individuals communicate, debate, participate and help to make decisions. Thus, freeing oneself
from dependency and cultivating autonomy. In this way, better collective forms of learning
will be created, keeping a close relationship with the social environment in which they operate.

In summary, the greatest challenge here is to create and apply technologies that generate
spaces of coexistence which improve both education and social life through a dialectical
relationship with the use of debate of ideas where hermeneutic and maieutic come to life. In
itself, this technological revolution must lead us to rethink education in the teaching-learning
process by reconstructing educational theory and practice, relating it as a whole to achieve
the desired efficiency.
 Subtopic 3 Critical reflections

The main objective of the critical reflection of teachers is to contribute to new ideas and
knowledge through inquiry, debate, questions, research and praxis, such changes in teaching
will strengthen student learning by relating it to their environment for effective work, social and
experiential learning, of all its individuals in community.

It is said that (Dewey,1933) is recognized as the origin of the notion of reflective thinking as a
key element in learning. In his later work, he emphasized” the importance of reflective thinking
in teachers, discriminating between routine and reflective action” (as cited (Saric & Steh, 2017)
p.69)

This author tries to say that the most important is to remember what is taught through the
practice. Another interesting author is (Brookfield,1993) who states:

It should not be forgotten the central purpose of the critical reflection

of our own practice to look for new solutions and paths, to introduce
the changes that contribute to the transformation of the community
for a better learning, work and life of all individuals. (as cited in Saric
& Steh, 2017 p.72)

It means that critical reflection allows both teachers and students to make a self-
reflection based on their own experiences in which they relate new knowledge to
previous knowledge. This allows us to remember and rebuild it through practice
that generates self-sufficiency, but also better effectiveness in our learning as well
as in relationships with others. Also, it is a way to see the strengths and
weaknesses of the actors who make educational life to give solutions to the
problems by themselves.

It is important to highlight that reflective teaching begins in the university, which

is only possible in education that relates theoretical and practical aspects as equal
and actively interconnected, allowing both students and teachers to use their
experience and critical thinking to evaluate existing theories and formulate new
knowledge, which can become the basis for further action in practice to help
improve the community. In the same way, all teachers need to constantly evaluate
teaching to challenge themselves and meet the needs of their students through
action and reflection.
 Critical Praxis

Contextual
Theory
Interpersonal
Debates

Intrapersonal
Ideas

Figure. Rojas, V. (2020). Socio reflective learning focus. Illustration

UNIT COMPREHENSION QUESTIONS
1. How should a teaching and learning process be?

Answer: It should be a process of inquiry, of critique; it should also be a process of

constructing, of building a social imagination.

2. When does knowledge become relevant?

Answer: When it begins with the experience that students bring with them from the
surrounding culture.

3. Why is critical pedagogy so important?

Answer: For the construction of a better society, living in equity and with respect for diversity,
responding to problems based on critical thinking.

4. What is the importance of learning web?

Answer: It might provide resources, interactivity, and communities that could help revolutionize
education.

5. What´s the purpose of critical reflection?

Answer: To support students’ learning and the development of the community for the better
learning, work, and life of all its individuals.
COMPLEMENTARY MATERIAL

SUPPORTING VIDEOS
https://www.youtube.com/watch?v=dazO9o2aJU4
https://www.youtube.com/watch?v=UqjEY-kJFjo
https://www.youtube.com/watch?v=UoRXDHUDDyE

SUPPORTING LINKS
https://www.researchgate.net/publication/255982603_On_Critical_Theory_and_Educational_P
ractice
https://files.eric.ed.gov/fulltext/EJ915885.pdf
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.467.9580&rep=rep1&type=pdfhttp
s://wiobyrne.com/what-is-critical-pedagogy/
Bibliography
AECT. (2001). The association for educationalcommunications and technology. Retrieved from Critical
theory and education: http://members.aect.org/edtech/ed1/09/09-05.html

Akbar, S. (2013). Science direct. Retrieved from Objectives and principles of education from critical
theorists POVs: https://pdf.sciencedirectassets.com/277811/1

Kellner, D. (2002). Retrieved from Toward a Critical Theory of Education:

https://pages.gseis.ucla.edu/faculty/kellner/essays/towardcriticaltheoryofed.pdf

Saric & Steh. (2017). peDOCS. Retrieved from Critical reflection in the professional development of
teachers: challenges:
https://www.pedocs.de/volltexte/2017/14908/pdf/cepsj_2017_3_Saric_Steh_Critical_reflecti
on.pdf