CRITICAL REVIEW ON CONTEMPORARY EDUCATION: THEORETICAL, POLITICAL AND PRACTICAL PERSPECTIVES

Abstract

This critical review analyzes nine articles published between 2023 and 2025, addressing theoretical, political, and practical perspectives on contemporary education. The study emphasizes the centrality of students as active agents of learning, the relevance of active methodologies, educational psychology, school inclusion, teacher valuation, and the historical trajectory of education. Results indicate convergence in advocating for critical, democratic, and innovative education, while divergences reveal structural and political limitations, such as teacher precarization and lack of resources. The articles highlight that educational transformation depends on the articulation between theory, practice, public policies, and adequate material conditions, promoting meaningful learning, equity, and holistic development. The analysis contributes to society by emphasizing education as an instrument of social transformation and to academia by integrating diverse theoretical and methodological approaches, providing support for future research and pedagogical interventions.