Requiring the Intellectual and Transformative Work of Teachers in an Education for Social Justice

Abstract

The catastrophism to which the capitalist system pushes us, as “in the culture of globalization, […] there is no glimpse of an elsewhere or an otherwise” (Berger, 1999, p. 3), condemns the teachers to naturalize situations of structural injustice and inequality generated socially and historically. That is why the anti-capitalist struggle from the schools necessarily requires the implementation of an education for social justice. A difficult road of resistance and transgression that teachers face as transformative intellectuals where Critical Pedagogy appears as the backbone on which to articulate their educational practice. From the concepts of social justice, Critical Pedagogy and teachers as transformative intellectuals, a counterhegemonic vision of education is configured with special attention to the role of teachers as agents of change.