The Social Conception of Education in Fidel Castro's Revolutionary Pedagogy

Abstract

ABSTRACT

Introduction: The conception of education in Fidel Castro's revolutionary pedagogy is essential for understanding the Cuban revolutionary project, as it transcends the traditional conception of teaching and becomes a tool for collective social transformation.

Objective: To analyze the main theoretical assumptions related to the social conception of education in Fidel Castro's revolutionary pedagogy.

Methods: The study used theoretical methods, documentary analysis, historical-logical analysis, and systematization. In addition, a literature review was conducted, consulting various bibliographic sources and articles published in electronic journals indexed in the LILACS, Scopus, SciELO, and PubMed databases.

Authors' Position: The coherence of the social conception of education in Fidel Castro's revolutionary pedagogy is evident in his thought and political practice; as well as in the pedagogical strategies implemented in the Literacy Campaign and the universalization of higher education, which have become benchmarks for the training of human resources in the health sector, where the educational project becomes a liberating praxis that merges teaching with social transformation.

Conclusions: The need to address the main tenets of the social conception of education in Fidel Castro's revolutionary pedagogy is evident, as it acquires a singular relevance in the training of health professionals, whose essence is constituted by social commitment and humanism.