Pedagogy of Transformative Action and Teaching Praxis in Monagas State, Venezuela

Objective: To develop initiatives with a socio-critical approach, grounded in the pedagogy of transformative action, to strengthen the pedagogical praxis of 27 educators with various roles—including classroom teachers, principals, coordinators, and supervisors within the teachers’ association—as well as participants in the National Advanced Training Program (PNFA) in cultural pedagogy and interculturality in Monagas State, Venezuela. Method: Participatory and transformative action research, utilizing techniques and instruments to collect and analyze information—such as interviews, surveys, journals, detailed field notes, and document reviews—and triangulating the information obtained through collective analysis with open-ended recording. The approach used was qualitative, characteristic of field research, and at the same time descriptive, highlighting pedagogical and institutional transformation. The study period was two years (2018–2020). This proposal combines theoretical and practical actions grounded in systemic modeling to achieve the necessary change in teachers, moving them away from the technical rationality in which they were immersed. Results: Significant changes were observed in the teaching and learning process, with more didactic and innovative approaches aligned with the decolonization of thought—educating in, by, and for life—combined with a truly transformative praxis to strengthen professional practice in social, cultural, pedagogical, and intercultural contexts in a reflective manner and in accordance with the goals of Venezuelan education