واقع تطبيق مبادئ التربية النقدية في التعليم قبل الجامعي بمصر و متطلبات تفعيلها

Abstract EN

The present study aimed at identifying major themes of Critical Pedagogy (C P) in Contemporary critical educational thought and determining the level of teachers' awareness of it, and exploring The vision of critical pedagogy for some elements of the education system such as: the aims of education, the interaction between the teacher and the learner, the content, methods of teaching, and evaluation, In addition to knowing the reality of the prevailing educational practices in the pre-university education system in Egypt in the light of the critical pedagogy movement.

To achieve the goals of this research, a philosophical research method was adopted to reveal the nature and concepts of the critical pedagogy movement, and to analyze the main educational foundations and principles for it.

The descriptive method was used to test these theoretical ideas and principles in the educational reality in Egypt.

Questionnaire was developed by the present researcher.

After ensuring the validity and reliability of it.

it was it was administered on (624) teachers in minia governorate.

Results indicated that: - The critical pedagogy movement is most associated with the Brazilian educator and activist Paulo Freire, as well as among the pioneers of the critical theory of the Frankfurt School are Adorno, Marcuse, and and the most prominent theoreticians of CP include Michale Apple, Peter McLaren, Ira Shor, and American thinker Henry Giroux.

- The movement of critical pedagogy is based on several principles, such as: education as political practice, that education is a tool for resistance and anti-hegemony, and that it is a means of critical awareness and that education is a practice of freedom, and education is a means of hope and positive change.

- the level of the C P awareness did not reach the acceptable level because the overall mean score was 0.589, therefore these results declare a deficiency in the awareness of teachers.

- The total response on the questionnaire showed that the implementation of C P in the educational system in Egypt with low degree and did not reach the minimum ratio of confidence.

- There is a lack of teachers (research sample) in their political roles and responsibilities, as well as a deficiency in their democratic behavior, where teachers still practice methods of pressure, control, restrictions, and payment to adapt to them; This contradicts the principles of critical education.

-- The educational curricula are separate from life, devoid of the reality they mean, and lacking the implications of practical activity, in addition to the educational practices based on indoctrination, where the curricula are taught in theory and in the manner of the lecture; Therefore, it fails to provide students with opportunities to analyze problems and dialogue about them.

In the light of the given results, recommendations to activate the principles of critical education in the pre-university education system in Egypt were reached.