El teatro del oprimido como experiencia pedagógica para el fortalecimiento del pensamiento crítico en estudiantes del modelo escuela nueva de la institución educativa rural el salto, sede quebradona, municipio de Gómez plata, Antioquia.

Abstract

This research was conducted at Institución Educativa Rural El Salto, Quebradona campus, located in the municipality of Gómez Plata. Its central thesis is that the integration of methodologies inspired by the Theatre of the Oppressed within the Escuela Nueva pedagogical model strengthens critical thinking among rural elementary school students. The methodological approach is qualitative and, in this study, is framed within Classroom Action Research (CAR), understood as a participatory and reflective process that actively involves students, teachers, and the educational community in identifying contextual challenges and collectively constructing transformative alternatives. Through theater-based instructional guides and strategies grounded in autonomous and collaborative learning, collective learning experiences emerged around the critical interpretation of reality, argumentation, social awareness, and transformative action. The findings reveal meaningful transformations in educational practices by strengthening participation, fostering a sense of community, and reinforcing students’ active role as agents of change.