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Critical pedagogy (CP) is commonly understood as an approach to education that, in brief, defines education as reflection and action. Therefore, it prompts agency that is reciprocal, since it implies learning-in-interaction, as well as political, because it arises from and results in political awareness and intervention. CP attempts to lead education far beyond the limits of functional methodologies, into ambitious cognitive and social objectives and deep into reflective citizenship. Manuela Guilherme and Alison Phipps posit that CP is never fulfilled; it goes on challenging and pushing individuals toward others’ spaces. However, it draws on distinct intellectual traditions and, therefore, it is understood and implemented in a multiplicity of ways. Finally, CP affects the nature of intercultural competence in that it changes its essence, not only ...

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