Resumo

TORUNO ARGUEDAS, César. Roots of Critical Education and Critical Curriculum Design in Costa Rica: 1910-1948. Educación [online]. 2020, vol.44, n.2, pp.555-571. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v44i2.39787.

This study looks at conceptual principles and transformational requirements developed by pedagogical intellectuals from the Costa Rican Progressive Movement linked with the Communist Party, specifically during the first half of the 20th Century as an immediate precursor to critical pedagogy and alternative or critical curriculum design in the Costa Rican context. Preparation for this analysis is based on characterizing intellectuals and analysis of their proposals from a perspective involving pedagogy, society and educational reform, education and schools, the assigned roles of teachers and transformation of teaching-learning. These perspectives shed light on argumentative interactions from a Costa Rican school of thought considered to be the origin of the country´s critical pedagogy.

Palavras-chave : Curriculum; Critic Curriculum; Critical Pedagogy; Pedagogical progressivism; Costa Rica.

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