Didactic Strategies and Methodologies from a Critical Perspective: An Analysis of Teaching Practice

Abstract

This paper explores the didactic strategies and methodologies used by teachers to promote a critical and emancipatory education. The importance of adapting the official curriculum to the needs of the context is analyzed, considering the characteristics of the students and their community. Many teachers use strategies such as project-based learning, online research, primary source analysis, and collaborative work to promote active student participation. These strategies aim to challenge the traditional teaching model, promoting critical thinking and deep reflection. The importance of critical reflection and self-evaluation in the learning process is emphasized. The resistance to change by some teachers and parents also presents itself as an obstacle to the implementation of a critical pedagogy. Despite the challenges, the importance of training and developing critical thinking is emphasized.