Pedagogical Practice of Critical Thinking from Cultural Psychology

Abstract

Critical thinking is a fundamental competence in current educational approaches; however,
it has been the subject of diverse definitions, requiring a comprehension from its epistemology, theorization, and praxis. The objective of this research was to analyze notions about critical thinking
and pedagogical practices in a group of Latin American teachers. The qualitative-critical paradigm was used through the hermeneutic method. The selection of participants was carried out through
theoretical saturation sampling, obtaining a group of eight teachers to whom in-depth nondirective interviews were applied. In the analysis of results, 5 categories emerged: 1) Notions about critical thinking, in which the tendency towards a cognitive and rational emphasis is evident; 2) Didactic praxis, expressing greater mastery of linguistic content subjects as appropriate to promote critical thinking; 3) Self-assessment and need for greater reflection and training on teaching praxis in the area, 4) Curriculum and educational policies, in which inconsistencies between curricula and classroom practice are exposed, and 5) Critical thinking and performance academic, which exposes a non-linear relationship between both concepts. It is concluded that it is essential to avoid determinisms based on skills that express critical thinking and instead promote complex approaches that allow including cultural, social and ethical experiences also inherent to the process.