Critical Pedagogy and the Ecuadorian Curriculum: A Systematic Review of the Implementation of Freirean Principles in Education

Abstract

This study conducts a systematic review of the scientific literature related to education for conscientization, comparing Paulo Freire's pedagogical approaches with the Ecuadorian curriculum. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, eight articles were selected and analyzed that explore the implementation of Freirean principles and their points of convergence with the Ecuadorian educational system. The results of the analysis reveal notable differences between the two approaches. Freire proposes a critical and liberating pedagogy that fosters critical awareness, participation and the transformation of power structures through dialogue and reflection. In contrast, the Ecuadorian curriculum, although it includes elements of social justice and cultural diversity, such as the recognition of indigenous and Afro-Ecuadorian narratives, focuses on traditional and reproductive approaches, prioritizing the transmission of knowledge by rote. Despite these differences, both approaches share the intention of promoting social justice and the formation of critical individuals. However, the Ecuadorian curriculum faces structural and social obstacles that limit its ability to achieve the level of critical consciousness advocated by Freire. The conclusion of the study suggests that education in Ecuador could benefit from the integration of more dynamic and participatory methods, aligned with Freire's liberating pedagogy, to promote a more transformative education that allows students to critically reflect and act in their social reality.