KRITIČKA PEDAGOGIJA - POKRET ZA GLAS UČENIKA, AUTORITET NASTAVNIKA I JEDNAKOST U OBRAZOVANJU

Critical pedagogy has significant place among the papers of numerous researchers and theoretician of education especially in the USA. The central focus of this paper is directed to historical development of critical pedagogy, the most significant postulates and on ideas of their bearer. The starting points for considering presents the ideas of critical pedagogues as Paulo Freire and Henry Giroux, ideas of Jean Jacques Rousseau and John Dewey that are considered as forerunners of this movement, until the contemporary representatives of critical pedagogy who continued to support and develop this approach. The aim of this paper is to consider the influence of critical pedagogy and its representatives on school practice and education. It can be concluded that promoted idea, which was created and developed in critical pedagogy that education is never „sterile clean“, is impregnated with reflections of numerous political, economic and social circumstances, and it stayed as future vision to be considered by theoretician of education, pedagogues and pedagogy of future. At the end, some of the implications for modern pedagogical practice, formed by analyzing the critical pedagogy and needed to nurture in school practice are separated, those implications are developing teachers’ critical spirit and its autonomy, nurturing the quality in relations with students that induce their development and improve outcomes, the strength of the dialogue culture which respects the right to be different and which straightens the ethical responsibility of teachers that represents the basics of teachers’ identity development and building of their profession. Kritička pedagogija, zauzela je značajno mesto u radovima brojnih istraživača i teoretičara obrazovanja, posebno na tlu SAD. U radu je centralni fokus usmeren na istorijski razvoj kritičke pedagogije, najznačajnije postulate i ideje njenih nosilaca. Polazne osnove razmatranja predstavljaju ideje kritičkih pedagoga poput Paula Freirea i Henrija Giroux-а, ideje Žan Žak Ruso i Džon Djuia, koji se označavaju pretečama ovog pravca, sve do savremenih predstavnika kritičke pedagogije, koji su nastavili da podržavaju i razvijaju ovaj pravac. Cilj rada je razmatranje uticaja kritičke pedagogije i njenih predstavnika na školsku praksu i obrazovanje. Može se zaključiti, kako je promovisana ideja, nastala i razvijana u kritičkoj pedagogiji da obrazovanje nikada nije „sterilno čisto“, već je u sprezi sa refleksijama brojnih političkih, ekonomskih i društvenih okolnosti, ostala buduća vizija razmatranja teoretičara obrazovanja, pedagoga i pedagogije budućnosti. Na kraju, izdvojene su neke od implikacija za savremenu pedagošku praksu, nastale analizama kritičke pedagogije, koje je potrebno konstantno negovati u školskoj praksi, poput: razvoja kritičkog duha nastavnika i njihove autonomije; negovanja kvaliteta u odnosima sa učenicima, kojima se podstiče njihov razvoj i unapređuju ishodi; snaga kulture dijaloga, u kojoj se poštuje pravo na različitost i jačanje etičke odgovornosti nastavnika koja predstavlja osnove identiteta, razvoja i izgradnje profesije nastavnika