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The research aimed to evaluate the learning strategies framed in participatory action research activities to improve the academic performance of undergraduate students. To achieve a learning that allows an educational process with necessary skills for the application of strategies according to the requirements that emerge from the concern for learning. Developing it under an emancipating critical approach, in all the contexts of Venezuelan education, approached from the dimensions of social praxis, which are made up of significant personal, interpersonal, institutional, socio-productive, didactic experiences, of which the indicators will be analyzed: language and discourse, activities and practice, created organizational social relations. The activity of investigating the daily work in the classroom is indispensable in order to know, diagnose and intervene in a rational way in the teaching-learning process. The teacher will put into practice the experience that will lead him/her to identify significant learning in the students.