The Critical Pedagogy that Transforms the Reality


  • Rosa Valls-Carol Department of Theory and History of Education, University of Barcelona
  • Roseli Rodrigues de Mello Department of Pedagogical Theories and Practices, University of Sao Carlos
  • Alfonso Rodríguez-Oramas Department of Sociology, University of Barcelona
  • Andrea Khalfaoui Faculty of Psychology and Education, University of Deusto
  • Esther Roca-Campos Department of Comparative Education and Education History, University of Valencia
  • Mengna Guo Department of Sociology, University of Barcelona
  • Gisela Redondo


critical pedagogy, oppressed, social impact, egalitarian dialogue, transformation


Authors, teachers, students, family members, and other citizens from diverse cultures, gender options and countries have been and are developing critical pedagogy all over the world. However, there are authors of “critical pedagogy” who use this label for luxuries and egotism but who have never transformed nor supported the transformation of any school or educational project. This article presents four criteria to distinguish between the critical pedagogy that transforms reality and the “critical pedagogy” that only benefits those who use this label. The first criterion is the egalitarian dialogue that critical pedagogy authors use with very diverse citizens to achieve extensive and profound real transformations. The second one is the social impact of their work on society, especially on the oppressed, overcoming inequalities and improving their conditions of life. The third one is the equality of results of the oppressed in literacy as well as in sentiments and values, without segregating. The fourth one is the critical pedagogy style versus the Althusserian and market styles, highlighting the scientific and theoretical rigor of critical pedagogy authors opposed to the lack of theoretical basis of authors of “critical pedagogy”.


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How to Cite

Valls-Carol, R., Rodrigues de Mello, R., Rodríguez-Oramas, A., Khalfaoui, A., Roca-Campos, E., Guo, M., & Redondo, G. (2021). The Critical Pedagogy that Transforms the Reality. International Journal of Sociology of Education. Retrieved from