Critical Pedagogy in the Educational Institution of Pontezuela: Between reading and writing

Abstract

Abstract: Faced with the need to unify criteria around importance and functionality of reading and writing for the curriculum and the contextual needs of the population and the Educational Institution of Pontezuela, we want with this article to propose Critical Pedagogy as a theoretical framework that allows With greater clarity to understand and interpret that importance and functionality. For this, the conceptualization of the teaching-learning process of reading as the formation and development of critical thinking is proposed, and writing as a reification of reading, that is, as a way of exercising social action. Finally, reading and writing are proposed as a process of formation for the freedom of men and women of the province of Pontezuela. Freedom oriented to the opportunity to clearly observe the human being in their environment and opt for social participation, for the struggle for inequality and the democratic life of the people.