The critical paradigm contrasts with the reductionism of positivism and the subjectivism of the interpretative paradigm. It introduces the value of ideology in the interpretation of results, highlighting the false neutrality of science. This approach posits that science is not an unbiased activity but is intrinsically linked to social, political, and economic contexts that shape knowledge. It is based on the idea that humans are not only witnesses to reality but also creators of it, engaged in a process of interaction with their environment. This paradigm focuses on a qualitative analysis of reality, seeking to unravel the complexities and contradictions inherent in social systems.

Ideology and power are fundamental concepts in research, as they determine who defines the discourse on knowledge. Ideology refers to the beliefs, values, and assumptions that influence how we interpret the world. Those who dominate the discourse on knowledge not only shape the perception of reality but also exercise power over institutions, policies, and social practices. In this sense, researchers must be aware of their own ideology and how it may influence their research. Recognizing the relationship between ideology and power is crucial for fostering a critical approach that challenges dominant narratives and promotes equity in access to and interpretation of knowledge.

Methodological paradigms are ideologically incompatible with each other. However, in practice, when they materialize into concrete methodological perspectives, they are flexible and open. This flexibility allows for the use of diverse methods and plural interpretations of the same research scenarios, enriching the understanding of the phenomena studied. For example, a critical researcher might employ both in-depth interviews and surveys to capture the voices of different groups in a community, seeking a holistic view of educational reality.

The critical paradigm is used in educational research to examine and challenge the power structures, inequalities, and oppressions present in the educational system. An example might be a study analyzing the impact of gender or racial discrimination on access to and the quality of education. This approach aims not only to understand educational realities but also to promote social change and empower marginalized groups through research. For instance, investigations that explore how educational policies may perpetuate racial inequalities in the classroom or how the experiences of students from marginalized communities can illuminate systemic injustices.

Through participatory and reflective methods, critical researchers engage communities in the research process. This fosters a deeper understanding of injustices and allows the voices of affected groups to be heard. By involving participants in the research, the aim is not only to document their experiences but also to encourage critical reflection and collective action. This approach can lead to the co-creation of solutions, such as the development of educational programs that address the specific needs of marginalized students, thus promoting a transformation of educational practices and policies toward greater equity.

Furthermore, the critical paradigm also examines the role of educators as agents of change. A study evaluating how teachers can challenge oppressive norms in the classroom could contribute to more inclusive and representative pedagogical practices. Therefore, the critical paradigm is not limited to identifying problems; it also advocates for change and social justice, emphasizing the need for a reflective and transformative approach to education. In this sense, research becomes a means to empower communities and promote social justice, recognizing that education is a space where existing power dynamics can be questioned and reconfigured.

In the critical paradigm, the nature of reality is understood as a social and dynamic construct, influenced by power structures and inequalities that permeate all aspects of social life, including the educational sphere. This approach argues that reality is neither objective nor neutral; rather, it is mediated by ideological interests that may favor certain groups while marginalizing others. Therefore, the critical paradigm emphasizes that structural inequalities—such as racism, sexism, poverty, and other forms of discrimination—are not only observable phenomena but are also integral parts of the reality that researchers must analyze and challenge.

Reflection on Research Decisions

The existence of these inequalities profoundly affects the decisions we make as researchers, as it determines the topics we choose to investigate, how we approach them, and whose voices we amplify in the process. For instance, a researcher in a privileged context may unintentionally perpetuate narratives that exclude the experiences and perspectives of marginalized communities, ignoring the complexities and nuances that are part of their reality. In contrast, the critical paradigm invites researchers to adopt a reflective and critical stance, recognizing their own positions and biases, and actively engaging communities in the research process.

Additionally, the critical paradigm emphasizes the importance of questioning the norms and assumptions underlying existing social structures. This implies not only describing inequalities but also working towards their transformation. Research thus becomes a tool for emancipation and social change, seeking not only to understand reality but also to challenge and reconfigure the power relations that contribute to injustice. By addressing the nature of reality from this perspective, researchers can contribute to a more inclusive and equitable knowledge base that reflects the experiences of all social groups, rather than perpetuating existing inequalities.