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This paper constitutes a review and reflection study about how valid is the critical perspective in education. In the middle of the context with neoliberal system imposed by the globalizing vision of the West, this work meets the following objectives: a) Define the concept of pedagogy with the intention that they understand why this effect is sustained, in times when UNESCO (2000) blames education to increase the number of democratic countries, and forming life and creating critical thinking as a mean to face voracious capitalism that imposes a borderless market . b ) Present status of the question of critical theory, with the idea to understand it’s relevance in the context of global culture imposed by neoliberalism. c ) State the principles of critical perspective necessary in everyday educational work. d ) Addressing the central proposal of this perspective, in that ought of education is highlighting those social changes that favor the majority. The above implies understanding the term as a synonym for teaching practical philosophy , framing education in a sociological approach. This while acquiring particular dimensions in critical theory which, consequently, causes the critical perspective of pedagogy. Therefore, the educational context of academic practice becomes a scenario generator of innovative lessons for future social actions.

Neoliberalism, Education, Pedagogy, Critical perspective.

Cánovas, C.E. (2014). La perspectiva crítica en la educación: su vigencia en el contexto actual neoliberal. International Journal of Education for Social Justice (RIEJS), 3(1), 175-190.