Immersion in the school system for the contextualized learning of critical and post-critical thinking in education

Abstract

The innovation presented was aimed at strengthening the epistemic and practical training of students of Pedagogy on the Critical and Posterior Models of the curriculum, in which the themes of diversity, inclusion, interculturality, gender, identity and cultural demands in the context educational curriculum.
We wanted these lessons to be translated into a meaningful experience for students of Pedagogy and thus to postulate postulates of the critical and postcritical theories present in the proposals of 2 school institutions.
The formative experience responds to a learning of exploration and production of knowledge in the school. Students work inquiring, achieving transfer of experience.
In this experience the students of Pedagogy had the opportunity to experience, from the real school, critical proposals, liberating and transforming the curriculum.