Pedagogía crítica, la visión para favorecer la autonomía en el alumno

Abstract

The multiple difficulties that are experienced within the classroom are a reflection of the reality of students, teachers and the school community. There is much talk about the problems of the students, their behaviors, the poor consolidation of learning, lack of participation, their vulnerability to the context in which they live, however rarely does the teacher assume any of these as their own and seeks to solve them through their practice. The present is the follow-up of a research teacher whose purpose was the transformation of his practice to favor critical thinking in elementary students and teachers in training. For this, the socio-critical paradigm was used under an action research approach, the actions carried out were based on critical pedagogy. It was found that critical pedagogy improves the teaching practice, promoting the transformation of students' reality through the development of critical thinking, favoring autonomy in students.