Praxeology of Education: An Analysis of Educational Progress in the Last Government of Guatemala from a Classical Liberal Perspective

Abstract

This article examines the educational progress in Guatemala during the 2020–2023 government period from a praxeological and classical liberal perspective. Using an analytical-descriptive methodological approach, it evaluates the structural challenges of the educational system, particularly at the secondary level within the public sector. Recurring issues are identified, including poor financial planning, corruption, unequal distribution of resources, and lack of accountability. Through official statistics, interviews with educational stakeholders, and document analysis, the article highlights the contradiction between political discourse centered on “social justice” and the operational reality of the Guatemalan education system. The praxeological analysis allows these phenomena to be interpreted as distortions in the logic of institutional human action, where the means employed do not align with the declared ends. From a classical liberal standpoint, it is argued that truly liberating education must focus on the development of individual rationality, autonomy, and critical thinking, moving away from ideological indoctrination and state monopoly.