Socio-critical pedagogy in training for educational development

Transdisciplinary vision in the permanent training of the teacher for active learning in Bolivarian secondary education", San Fernando Municipality, Apure state, as it is considered as a priority need to relate theory with the pedagogical practice developed by the teacher; which is scarcely oriented towards Active Learning. Its importance is justified by offering topics and contents of interest, which make it easier for teachers to consider actions focused on critical pedagogy, in order to promote changes in the didactics of teaching and achieve significant performance in the student. Methodologically, it is framed in the Postpositivist Paradigm, it is a Qualitative research, based on Dilthey's Hermeneutical Method, based on Observation and Semi-structured Interview to collect information from seven (07) key informants (teachers – student). The scenario is made up of 03 educational establishments attached to circuits 008 and 007 of the Municipality of San Fernando, the information was analyzed based on Atlas.ti, in order to generate an analysis of the findings found. Descriptors: Critical Pedagogy, Transdisciplinarity, Lifelong Learning, Active Learning, General Secondary Level.