Relevance of critical thinkers and educators in contemporary venezuelan education

Abstract

This article presents a critical analysis of the relevance and applicability of the contributions of prominent critical thinkers and pedagogues in contemporary Venezuelan education. The study addresses four main thematic axes: (1) the critical thought of Freire, Giroux, and McLaren and its impact on Venezuelan education; (2) the transformative legacy of Prieto Figueroa, Mijares, and Lárez in critical and social pedagogy; (3) the research method employed; and (4) the results and discussion on the educational praxis derived from these perspectives. The research adopts a qualitative approach, based on a hermeneutic and documentary analysis method, aimed at examining these authors’ theoretical proposals and their application in Venezuelan educational policies, programs, and practices. Its purpose is to reflect on how these pedagogical currents can contribute to building a more just, inclusive, and transformative educational model that strengthens critical consciousness and democratic participation. The importance of this study lies in demonstrating how critical pedagogy continues to offer conceptual and methodological tools to confront social and educational inequalities, forming citizens capable of questioning oppressive structures and actively participating in social transformation. Among the most relevant results is the identification of practices and initiatives in Venezuela such as the Misión Robinson and curricular reforms that incorporate Freirean and critical principles, fostering critical literacy, community empowerment, and citizen participation. As a key conclusion, the article emphasizes the need to strengthen teacher training in critical pedagogy, promote reflective thinking in classrooms, and articulate educational policies that integrate these approaches, recognizing education as an essential tool for social equity, the construction of active citizenship, and cultural transformation.