Preocupaciones, Contribuciones, y Desafíos de las Pedagogías Críticas en la Enseñanza del Inglés: Una Revisión de la Literatura
Resumen
Las pedagogías críticas se han investigado en muchas áreas del conocimiento, especialmente en las ciencias sociales. Sin embargo, en el campo de la enseñanza del inglés predominan modelos pedagógicos y didácticos en los que la perspectiva crítica es escasa. Esta revisión caracteriza las tendencias de discusión abordadas en la literatura científica sobre pedagogías críticas en la enseñanza del inglés desde 2011 hasta febrero de 2023. Se analizaron 55 artículos disponibles en las bases de datos Scopus, Eric y Scielo, y algunas revistas científicas. Se identificaron cuatro categorías: 1) Prácticas pedagógicas críticas en la enseñanza del inglés, 2) Análisis sobre el rol docente y la formación, 3) Principales preocupaciones que conducen a la introducción de las pedagogías críticas en el campo de la enseñanza del inglés, y 4) Limitaciones y desafíos de la pedagogía crítica en la enseñanza del inglés. Se concluye sobre la necesidad de profundizar y ampliar la investigación en el campo de ELT en torno a la categoría de pedagogías críticas, como una posibilidad de contribuir a las prácticas de enseñanza del inglés, principalmente al ser incluidas desde los procesos de formación de los docentes
Palabras clave
Aprendizaje, Educación rural, enseñanza del inglés como lengua extranjera, normalista superior
Biografía del autor/a
Sindy Lissette Vanegas Garzón
Candidato a doctorado, Universidad Antonio Nariño. LICENCIADO EN LETRAS. en español e inglés de la Universidad Pedagógica Nacional (Bogotá, Colombia), Maestría en Educación, Universidad Santo Tomás. Miembro de las redes: Red Distrital de Docente Investigador (REDDI) y Expedición Pedagógica Nacional. Docente investigador en las áreas de enseñanza del idioma inglés (ELT), creencias epistemológicas, pedagogía y pensamiento crítico. Docente del colegio Fernando Mazuera Villegas (SED Bogotá).
Nohemy Marcela Bedoya Ríos
Psicóloga y Magíster en Psicología de la Universidad del Valle (Colombia). Ph.D. en Educación por la Universidad Federal de Rio Grande do Sul (Brasil).
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