Currículo Sociocrítico y Saber Pedagógico para la Práctica Docente Universitaria

This essay analyzes the relevance of the socio-critical curriculum and pedagogical knowledge as key pillars of university teaching practice oriented toward social transformation. It argues that the curriculum must overcome traditional technical and reproductive models in order to foster intellectual emancipation, social justice, and the construction of situated knowledge. Drawing on the contributions of Habermas, Grundy, and Freire, the paper highlights the epistemological foundations of the socio-critical approach and its articulation with a reflective, dialogical, and contextualized pedagogical knowledge. The discussion addresses the challenges of implementing this perspective in higher education, including institutional resistance, curricular rigidity, and limitations in teacher training, as well as innovative experiences in Latin America and Africa that demonstrate its feasibility. The essay proposes integrating constructivism and the socio-critical approach as a framework for critical, participatory, and interdisciplinary educational practices in which the teacher assumes the role of a transformative intellectual. It concludes that the effectiveness of the socio-critical curriculum depends on institutional coherence, continuous teacher training, and participatory action research, understood as emancipatory praxis to reconfigure the university in terms of cognitive justice and social transformation.