ABSTRACT
The recent commercialisation of educational innovation makes it necessary to be very aware of the meaning of the changes that are introduced. Whether they are focused on the search for educational quality and not on commercial strategies, and whether they are in line with what the different areas of knowledge indicate to us, is decisive in establishing whether we are dealing with true educational innovation. In this article we defend a critical and community-centred approach, as proposed by Paulo Freire, which allows for the improvement of education and society, from a critical and non-commercialised approach.
KEYWORDS
Educational Paradigms; School Improvement; Social Transformation