De las pedagogías tóxicas a las pedagogías disruptivas y regenerativas

From toxic pedagogies to disruptive and regenerative pedagogies

Abstract

The evolution of pedagogical thought has gone through various educational systems that have historically prioritized memorization, the banking, industrial, military, hospital and authoritarian model, towards disruptive and emerging approaches that empower students to become agents of change and subjects capable of governing themselves in the Greek style of “enkatreia”. Consequently, the transition from the “toxic pedagogy” to the “pedagogy of liberation” is fundamental to propose a relevant and contextualized education that seeks not only to obtain good results in standardized tests, enrollment, coverage and permanence; but also relevance, social justice and equity that allow minimizing the intensity of the latent social, economic and digital gaps in the country’s public educational establishments.

In this order of ideas, “toxic pedagogy” is not only a postmodern and neoliberal tagline of the time, but rather a recurring trend that refers directly to educational systems that promote unbridled competition, memorization without reflection and authoritarianism that stifles subjectivity and critical thinking. These systems, often rooted in colonial traditions, perpetuate inequalities and stigmatize those who do not fit a narrow, prescribed mold.