The Critical Pedagogy and Transformation of the Social and Educational Reality of Tertiary-Level Students

Abstract

Critical pedagogy, proposed by Paulo Freire in his work Pedagogy of the Oppressed, has been one of the most influential educational approaches to question traditional teaching structures and promote an education that responds to the social realities of students. The objective of this research is to analyze the relationship between teaching methods whether face-to-face, online or hybrid and the academic performance of third level students. A qualitative approach was adopted through exploratory-descriptive research to gain an initial understanding of the topic and to detail students' experiences in their academic training. Semi-structured interviews were conducted with five questions focused on the application of critical pedagogy. The non-probabilistic sample included 10 students selected by convenience, divided between public and private universities, which allowed obtaining diverse perspectives. The main results showed that students recognized critical pedagogy as a tool to question and transform social and educational reality. Through discussions, community projects and case studies, participants applied these principles in their training. In addition, they agreed on the relevance of critical pedagogy in fostering critical thinking and social awareness. It was highlighted how critical pedagogy has a significant impact on education, helping students to become agents of change, promoting solutions to educational and social problems in their communities.