TOWARDS A CRITICAL HERMENEUTIC VISION OF EDUCATIONAL POLICY

Abstract

The objective of this essay is to contribute with some elements to an analytic reinterpretation of educational policies from the perspective of critical hermeneutics.
This critical vision is established in the tradition of dialectical thinking and seeks to
contribute to the historical and structural interpretation of the legitimation strategies that the ruling class, through a functionalist and technocratic rationalization
discourse, uses to hide the true role of educational and curricular policies in the
establishment of a hegemonic system.