Colombian Schools under the Lens of a Socio-Critical Model: Tensions, Challenges, and Horizons

Abstract

This reflexive text explores the possibilities of a socio-critical pedagogical model in the contemporary Colombian school system through the tensions generated among some naturalized practices at school and others that emerge in the light of this model. The commercial look that has permeated the official educational discourse is questioned. By contrast, and consistent with the socio-critical model, school is conceived from its transforming power. Finally, it is suggested to review the ways in which the curriculum is built in the Colombian school system and to rethink the criteria by which school knowledge is selected in relation to the conception of the public school as a democratic project of social transformation.