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The article presented is framed within the historical context of the Civil War and Francoism, which caused the exile of a large group of teachers who defended the renovation project of the Second Republic. A small number of them arrived in Cuba, among whom was Herminio Almendros Ibáñez. Qualitative methodology resources were used, especially the reception theory and hermeneutics of history for the analysis of texts, which allowed the historical analysis and synthesis of the limited existing historiography in relation to the contributions of Spanish teachers exiled in Cuba in general and Almendros in particular. The general objective is to demonstrate the role that Herminio Almendros played in the modernization of the teaching-learning process in Cuba since the 1940s. It is concluded that the expression of a renovating, transformative pedagogy, which had its maximum during the Second Republic, Almendros contributed to the modernization of the Cuban educational system before and after the revolution. The use of active methods and innovative ideas, both in relation to school and education, was decisive in the entire educational revolution that took place in Cuba after 1959, inserted in the most advanced Cuban intellectual thought.
