Emancipatory action of teaching praxis in critical pedagogy

Abstract

The aim to this study is to show how critical pedagogy as an emancipatory action of educational praxis from teachers’ experience. Extensive interviews with 10 key members of the School of Communication at a private university in Peru were conducted. For the investigation, the interview technique was applied and the in-depth interview guide served as an instrument. This data was analyzed using ATLAS.ti software, employing a process of author analogies. As a result, this study considers that it is fundamental to train teachers how to apply critical pedagogy as an emancipatory action. This action transforms the realities and generates a new dynamic in the university context that should mobilize the formative dynamics of the academia context.