Criminalistics as an Educational Tool: The Formation of Critical Awareness and the Empowerment of Students as Agents of Social Transformation

Objective: To analyze how understanding the mechanisms of criminal investigation can be applied in educational contexts as a strategy for developing critical awareness, investigative skills, and empowering students as agents of social transformation. Theoretical Framework: Based on Paulo Freire’s critical pedagogy (1987; 1996), active learning methodologies (MORAN, 2015), and the dialogue between education, citizenship, and justice (DEMO, 2009; DINIZ; ESTEFAM, 2016; GOHN, 2011), articulating interdisciplinary knowledge with a focus on transformative education. Method: Qualitative, theoretical-reflective research, grounded in a systematic literature review of national and international scientific sources, combined with the analysis of pedagogical practices developed in interdisciplinary educational experiences. Results and Discussion: The results show that investigative practices, such as forensic simulations, evidence analysis, ethical debates, and case studies, promote the development of critical awareness, strengthen student autonomy, and broaden their understanding of rights, duties, and social responsibility. The analysis also confirms the feasibility of implementing the proposal in different educational contexts, including those with structural limitations. Research Implications: Findings indicate the need to invest in continuous teacher training, the development of innovative curricular proposals, and public policies that recognize criminalistics as a powerful pedagogical tool for ethical and civic education. Originality/Value: This study stands out for proposing an unprecedented approach that combines criminalistics and critical education, promoting an innovative, socially engaged educational practice committed to crime prevention and strengthening youth citizenship.