conceptualizar la pedagogía del pensamiento crítico en la formación del profesorado
DOI:
https://doi.org/10.12957/childphilo.2024.81799Palabras clave:
pensamiento crítico, lenguaje crítico, teoría crítica, pedagogía del pensamiento crítico, formación del profesoradoResumen
Las instituciones de enseñanza superior desempeñan un papel fundamental en la creación y distribución del conocimiento. La formación del profesorado está atravesada por este compromiso. El papel de los formadores de profesores es significativo a la hora de comprometer el conocimiento docente para dar forma e informar sobre las maneras de ser y hacer en el mundo. En los últimos años, la enseñanza superior ha experimentado una transformación considerable. En Sudáfrica se reclama una transformación real de las prácticas pedagógicas para abordar la inclusión y la emancipación académicas, socioeconómicas y culturales. El pensamiento crítico es un derecho humano que permite que los estudiantes hagan oír su voz, y una cuestión clave para que las prácticas pedagógicas sean pertinentes y justas. El pensamiento crítico es un concepto rico y un atributo de la conciencia necesario en toda actividad humana. Se ejerce mediante el razonamiento sólido y el diálogo. El pensamiento crítico también se asocia a la comprensión y el compromiso con cuestiones profundas de los ámbitos sociocultural y político del poder y la justicia. Sin embargo, la pedagogía del pensamiento crítico en la educación es compleja y contradictoria por naturaleza. Conceptualizar el pensamiento crítico es conveniente como etapa inicial. El objetivo de este artículo, que forma parte de un estudio más amplio, es proporcionar una conceptualización de la pedagogía del pensamiento crítico para abordar: ¿De qué manera se aplica la pedagogía del pensamiento crítico en la formación de profesores sudafricanos? Este artículo pretende responder a la pregunta: ¿qué es el pensamiento crítico y la pedagogía del pensamiento crítico? Metodológicamente, se emplea un diseño documental educativo filosófico psicosocial interdisciplinario basado en una selección de proponentes clave del pensamiento crítico. Además, se presenta una conceptualización de la pedagogía del pensamiento crítico sustentada en la teoría crítica, especialmente la de Freire y Foucault. Este artículo pretende poner de relieve la necesidad de involucrar el pensamiento crítico a través de una conceptualización de la pedagogía del pensamiento crítico en la formación del profesorado necesaria para abordar las nuevas formas de enseñanza de hoy.
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