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Critical Pedagogy in the investigative practice of the university teacher

Abstract:

This article addresses the fundamentals of critical pedagogy as enhancers of the investigative practice of university teachers. Critical pedagogy is an educational paradigm based on dialogue and reflection, while university research is a substantive process that seeks to understand and generate knowledge. Therefore, Paulo Freire relates them in theory and practice as an inseparable part of education. In this work, the limitations and strengths of the investigative practice of the university professor in the Faculty of Philosophy, Letters and Educational Sciences of the Technical University of Manabí (FFLCE-UTM) are described. The research has a descriptive scope with a quantitative approach and a non-experimental-transactional design; with the interview, survey, and quantitative content analysis techniques. The population corresponds to 100 teachers taken as a sample. The results indicate a growing research production. However, some elements can be enhanced: dialogue, active participation, digital identity, production and socialization of knowledge. It is concluded that critical pedagogy is an opportunity to strengthen procedural aspects in investigative practice. Therefore, a methodological strategy composed of a system of activities is proposed.