La representación social del pensamiento crítico reflexivo en la acción pedagógica del docente universitario

Abstract

This article reports the results of a study designed to understand the social representation of critical and reflective thinking in the pedagogical practice of university teacher, based on an initial descriptive character. This assessment was conducted within the education program at the Rafael María Baralt National Experimental University (UNERMB). The research was carried out within a qualitative paradigm, employing ethnographic methods. Ten professors from various programs were selected. Semi-structured interviews and participant observation were used. The study was grounded in the Frankfurt School's critical theory, Ennis's (1989) theory of critical thinking, and Moscovici's (1961) theory of social representations. The results showed that each professor possesses a social representation of critical thinking constructed from their culture and beliefs about the world, beliefs shared by their social groups, regardless of their academic background.