Socio-critical analysis of the contents of Civics and Ethics in the secondary level in Mexico

Abstract

In this research, an analysis was made of the expected learning of Civic Education and Ethics at secondary level in Mexico from the critical theory. Subsequently, conceptualizations related to the critical pedagogy of Paulo Freire were identified. The analysis was carried out from the socio-critical paradigm, using the hermeneutic method and as a research instrument the Atlas.ti program of qualitative text analysis was used. The results show the relationship of the expected learning of the subject with the conceptualizations of Freire's critical pedagogy with 79 linked appointments between the object of analysis and the theory. The objective of this research is to analyze the link between Freire's critical pedagogy and the expected learning of the subject Civic Training and Ethics. The conclusions propose that teachers use Freire's critical pedagogy to teach the subject.