The Role of the University Teacher in the Implementation of Active Methodologies: An Approach from Critical Pedagogy

Abstract

The implementation of active methodologies in higher education requires a paradigmatic shift in teaching practice, focused on promoting active participation, critical thinking, and the collective construction of knowledge. This article analyzes the role of the university teacher in the framework of critical pedagogy, considering their ability to foster transformative learning environments. Through a qualitative approach based on semi-structured interviews and bibliographic review, the strategies used by teachers and the challenges faced are explored. The results highlight the need for continuous teacher training, development of reflective skills and the creation of an institutional culture that supports active methodologies. It is concluded that the success of these practices depends on the teachers' commitment to inclusive and critical education.