(Un) Critical Pedagogy: Current Priorities and Prospects of Development

The article highlights the relevance of problems critical pedagogy, associated with name Brazilian scientist Paulo Freire (60s XX century), who promotes problem-oriented learning, anthropological interpretation culture, and concepts humanity. main content concept pedagogy is highlighted due to necessity overcome stereotypes regarding organization pedagogical education teaching in an educational institution based on oppression, humiliation, (non) recognition differences, particular linguistic cultural. It has been revealed that followers Freire’s ideas emphasize principles equality justice, understanding/acceptance various issues are debatable or need public criticism (repression resistance higher education, teaching, consumerism, transsexuality transgenderism, etc.). author extrapolates subject their use modern conditions, when slightly different forms bullying (violence) take place institutions (or outside them) virtual world – a negative attitude towards persons special needs, types (physical, social, verbal), cyberbullying, cyber grooming, flaming, harassment, denigration, etc. substantiated discrimination often arise setting social material status child's parents, his/her racial religious affiliation, is, they rejection diversity have impact process personal self-expression society. issue criticality must be considered dimension: school student society, scientific activities, management, imageology, intercultural theoretical analysis structure “critical pedagogy” was carried out, develop students' perception world, thinking, info media literacy. To motivate young people search for acquire new knowledge independently, active applying it practice, teach them criticize respond adequately constructive criticism, draw conclusions check them, In practical context, recommended improvisation method students’ as well Problem Based Learning, Project Inquiry Flipped Interactive Dialogic