PRIMARY SCHOOL TEACHERS’ CONCEPTIONS OF THE CENTRAL IDEAS OF CRITICAL PEDAGOGY

Rosa Escalante Tovar N.; Rosa Bustamante Quiroz E. · International Journal of Critical Pedagogy (2026)

Resumen

Through Critical Pedagogy, education is a necessarily transformative process, aimed at questioning hegemonic models and generating changes in social structures based on reflection and awareness of contextual situations. This article presents the conceptions held by teachers working in primary education in public educational institutions in Lima regarding aspects considered fundamental from the perspective of Critical Pedagogy. An exploratory study was carried out with a qualitative approach and a phenomenological design. Five teachers working in different areas of the city participated: north, center and south. Data were collected through a semi-structured interview. The results showed that although the teachers consider that they carry out a professional task that has a great impact on the formation of future citizens, they do not conceive school educational practice as a process subject to power relations, nor do they see themselves as a transforming agent of a socio-political context. It is concluded, therefore, that the viewpoint of the participating teachers differs from that proposed by Critical Pedagogy. Consequently, it is recommended that teacher education processes strengthen educators’ capacity to critically reflect upon and interpret reality, as well as to act transformatively within it.

Instituciones: Universidad Marcelino Champagnat