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espanolEl ensayo desarrolla un analisis de los principios conceptuales y demandas de transformacion elaborados por intelectuales pedagogicos de los movimientos progresistas costarricenses ligados con el Partido Comunista, especificamente durante la primera mitad del siglo XX como el antecedente inmediato del surgimiento de una pedagogia critica y un diseno curricular alternativo o critico en el contexto costarricense. Para elaborar este estudio se establece la caracterizacion de intelectuales y el analisis de sus propuestas desde los ejes pedagogia, sociedad y reformas educativas, educacion-centro educativo, los roles asignados a las personas docentes y la transformacion de la ensenanza-aprendizaje; estos ejes permiten la visibilizacion de las interacciones argumentativas de una escuela de pensamiento costarricense vinculable con el origen de la pedagogia critica en nuestro pais. EnglishThis study looks at conceptual principles and transformational requirements developed by pedagogical intellectuals from the Costa Rican Progressive Movement linked with the Communist Party, specifically during the first half of the 20th Century as an immediate precursor to critical pedagogy and alternative or critical curriculum design in the Costa Rican context. Preparation for this analysis is based on characterizing intellectuals and analysis of their proposals from a perspective involving pedagogy, society and educational reform, education and schools, the assigned roles of teachers and transformation of teaching-learning. These perspectives shed light on argumentative interactions from a Costa Rican school of thought considered to be the origin of the country´s critical pedagogy.

Las raíces de la pedagogía crítica y el diseño curricular crítico en Costa Rica: 1910-1948