The unavoidable resizing of pedagogical practice at the Bolivarian University of Venezuela

Abstract

In the university environment, a discourse oriented by educational and pedagogical currents aimed at the reproduction and perpetuation of knowledge has been evidenced, limited to explaining, describing, and interpreting, in accordance with what was expressed by Bonilla-Molina (2012); Candelas (2014); Damiani and Bolívar (2007); and Freire (2005). The Bolivarian University of Venezuela (UBV), has not escaped from this context, therefore, we are located in this, from the research scenario, with the intention of constructing theoretical-critical references on the pedagogical discourse of the educator, oriented towards the emancipatory praxis. For this, the necessary theorization oriented to the redimensioning of pedagogical praxis, towards emancipation, was relevant, in such a way that a substantive theory was built, the central constructed, generated or emerging categories and subcategories were retaken, after a long process called, selective coding. Likewise, the cogestive class was incorporated, referring to raising awareness, undertaking, contextualizing and building a counter-discourse based on praxis and praxis as counter-discourse.