Critical Pedagogical Construction: Paulo Freire’s Thought in Venezuelan Basic Education

Abstract

Given the necessary pedagogical changes in a changing society, this study proposes a Critical Pedagogical Construction from the impact of Paulo Freire's thought on Venezuelan basic education. His epistemology is built from the critical emancipatory perspective of this author, which supported the appropriation of the learning praxis for the ontoepistemological transformation of the new educational environments. The sample was made up of learning communities, building a collective and a critical pedagogy of innovation and impact. The theoretical and conceptual bases arise from the concepts of technological educational innovations, based on Paulo Freire's liberating pedagogical practices for learning science. The research took the methodological route of Carr and Kemmis, built from the dialogic and investigative processes of the experiences, knowledge and knowledge of the educational community about the praxis of innovation and technology. To understand the lived reality more closely, in-depth interview and focus group techniques were used to then interpret the realities. It was finally concluded with a critical pedagogical construction