Desarrollo del pensamiento crítico en la infancia, desde los postulados epistemológicos de la pedagogía del oprimido.

Abstract

In this investigation, critical thinking is conceived as a cognitive process necessary for the integral formation of the human being, which consists of an internal process that encompasses self reflection and self-knowledge; and of an external process that triggers in the coherent action to the context in search of the permanent transformation. The general objective was to implement a didactic strategy, based on the epistemological postulates of the Pedagogy of the Oppressed, that develops critical thinking in childhood. Case study: boys and girls aged 6 to 9, from the New Cambridge School Institution in Pamplona. It was carried out from a qualitative approach, with the case study method, of descriptive type. The informants were five boys and one girl, in ages between 6 and 9 years old, and two regular teachers of the Institution. As data collection techniques, participant and non-participant observation, semi-structured interview and content analysis were used. The instruments were… observation matrices, interview script and field diaries. It was concluded that: a) at the national level there are no specific foundations for Critical Thinking, b) from the educational contexts there is general knowledge of the importance of critical thinking but there is a need to implement spaces for the active participation of students, and c ) it is possible to adapt the epistemological postulates of Freire obeying the characteristics of infants and mediated by art, tics, among other strategies that favor the active participation of students.