This paper outlines the discussion about critical education or education for
development concepts, explained by different authors. According to diverse
conceptualizations, education for development must focus in building revealing
discourses of power and their relationships between the hegemonical north,
whose epistemologies meet economical logics of globalized countries, and
the hegemonized south, whose epistemologies meet development models
unconnected to power cores of center countries. In that sense, arise in Latin
America, a dichotomy about the model development choice. In front of this,
appears Martha Nussbaum’s theory about education centered in humanities
as a likely way out to the exposed dilemma.

This paper outlines the discussion about critical education or education for
development concepts, explained by different authors. According to diverse
conceptualizations, education for development must focus in building revealing
discourses of power and their relationships between the hegemonical north,
whose epistemologies meet economical logics of globalized countries, and
the hegemonized south, whose epistemologies meet development models
unconnected to power cores of center countries. In that sense, arise in Latin
America, a dichotomy about the model development choice. In front of this,
appears Martha Nussbaum’s theory about education centered in humanities
as a likely way out to the exposed dilemma.