Liberation theology: an epistemological contribution lacking in the teaching of social sciences today?

Abstract

The teaching of social sciences today is permeated by the positivist discourse of sciences, which makes it impossible to develop knowledge from the context. This article argues that liberation theology epistemology, as a liberating and critical experience, enables the development of the epistemology of freedom and historical reality, as well as of a Latin American discourse based on educational institutions where social science teachers perform their jobs. The research process is addressed using the hermeneutical phenomenology approach and a way to teach social sciences is proposed that should be taken into account if the aim is to develop critical thinking skills among students.

Keywords

• latin american epistemology
• curriculum
• pedagogy
• didactics
• teacher
• liberation theology