Pensamiento Crítico en la Praxis Docente: Aprender para enseñar

Abstract

It is not possible to teach to think critically, without before learning strategies that should allow to internalize this type of thought and the reflection that this one carries in the routine of the one who tries to teach it, only this way it will be possible, thinking to teach and teaching to think. The aim of this project is to articulate to the teaching practice the critical thought, as way to improve the individual and collective processes of teaching and learning inside the academic spaces, for both: teachers and students. To evaluate the disposition of the teachers towards the critical thought, It was applied the Sternberg-Wagner questionnaire (Theory of the mental selfgovernment), in order to understand first: the individual preferences and the form in which they interact with the environment, and second: to find the relation between elements of thought and intellectual standards proposed by Foundation for Critical Thinking and based in this information to propose training and mediations that facilitate the application and the development of the critical thought in the school environment. In the results of the questionnaire Sternberg-Wagner was predominance of the styles: judicial, hierarchic, local, external and liberal, styles that do not have as such a positive or negative valuation, but influence the disposition towards the critical thought, since also they meet reflected in the way of acting, saying and playing the role of the teachers. Finally, with found in the results are suggested activities and mediations, which should allow the adjustment of strategies and constant training in critical skills