Application of critical pedagogy strategies to foster autonomous thinking in eighth-grade students
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Abstract
The study aimed to apply critical pedagogy strategies to foster autonomous thinking in eighth-grade basic education students, recognizing the teacher’s role and the main challenges of its implementation. An interpretive qualitative approach was adopted, using a documentary and field design based on a systematic review of recent academic sources and direct observation of teaching practices at the “Dr. José Baquerizo Maldonado” Educational Unit. Data were collected through validated surveys and observation guides, and thematic content was analyzed through coding, interpretation, and synthesis. The results showed that critical pedagogy promotes active participation, reflection, and informed decision-making, strengthening students’ intellectual autonomy and social awareness. Likewise, facilitating factors such as teacher training and curricular flexibility were identified, along with limitations associated with traditional models focused on information transmission. It is concluded that critical pedagogy is an effective pathway for transforming education toward a more reflective, humanistic, and participatory model. It is recommended to strengthen teacher training, promote interdisciplinarity, and consolidate a democratic school culture that fosters critical and autonomous thinking, contributing to the construction of an inclusive and socially committed educational system.
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Fausto Hernán Lara, Universidad Politécnica Territorial del Estado Mérida Kléber Ramírez - Venezuela
Fausto Hernán Lara was born on January 28, 1965, in Guaranda, Bolívar Province. He holds a degree in Language and Literature from the Bolívar State University. He has taught Language and Literature for 25 years at the Las Naves Educational Unit. He held positions as head of human talent for two years and is currently the rector of the same institution. He is also a master of ceremonies and a social communicator.
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