Learning Strategies Framed in Participatory Inquiry

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Focusing on participatory action research, this study evaluates learning strategies designed to enhance the academic performance of undergraduate students in Venezuela. It emphasizes an emancipatory critical approach, exploring dimensions of social praxis such as personal and interpersonal experiences. The research highlights the importance of investigating classroom dynamics to effectively diagnose and intervene in the teaching-learning process. By applying these strategies, educators aim to foster significant learning experiences that meet evolving educational needs.