La pedagogía crítica en la formación ciudadana en estudiantes universitarios: Caso Universidad de Pamplona programa Licenciatura en Pedagogía Infantil, sede-Cúcuta.

Abstract

This research proposal will provide an answer to the following question: If higher education projects new spaces for the teachers and student`s creation, interaction and participation, then how should autonomous citizenship be trained from higher education at the University of Pamplona? For this, it was based on the curricular guidelines for training in autonomous citizenship for the Pamplona University Higher Education, and critical pedagogy as the study main axis in question supported by authors such as Freire, MClaren and other representatives, who start from the new student thought from their own vision with their own foundations and empowered, to be a determining factor in their environment and based on the representatives of this institution as well as the teachers and students. This proposal is a case study, the qualitative research installed in the interpretive paradigm and used as an epistemological reference, where the hermeneutical-critical analysis based on the theory of symbolic interactionism prevails, supported by the construction of the finding’s theory. In this order of ideas, a first stage was developed as a theoretical approach to the existing bibliography about a critical thinking and civic education, using methodological strategies that allowed identifying the interference of critical pedagogy in citizenship education in Bachelor's degree students in child pedagogy, it is proposed in this research to evaluate and describe the development of critical thinking in students of child education applying a semi-structured interview instrument to evaluate the critical thinking of eighth semester students as well as techniques such as the focus group, allowing to identify perceptions of the influence of critical pedagogy in civic education. The university is committed to generating a large-scale social, change as a new way of learning, generating a constant learning of knowledge in new knowledge transforming agents. Finally, conclusions are drawn that show the teachers and student`s perceptions about critical thinking.