DESERCIÓN DOCENTE Y CRISIS EDUCATIVA EN VENEZUELA: VACÍOS LEGALES Y FALTA DE PLANIFICACIÓN

Abstract

This research addresses the problem of the lack of a clear legal framework in Venezuela to regulate the practice of teaching in primary education. The purpose of this study was to analyze the country's current educational policies to determine how they are affecting the quality of classroom education due to the inclusion of untrained teachers. The methodology used was documentary, based on the review and analysis of texts. The main findings were that the current legal framework is ambiguous and confusing, which leaves open spaces for inadequately trained individuals to teach, thus weakening both the teaching process and student learning. As a contribution, the research provides a documentary basis for reflecting on the need to implement new, more rigorous policies for the inclusion of teachers in the classroom.