Cuatro herramientas para la indagación crítica en la enseñanza de la historia, las ciencias sociales y la educación ciudadana
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Palabras clave

Indagación crítica
pensamiento crítico
enseñanza de la historia
enseñanza de las ciencias sociales
educación ciudadana
pedagogía crítica


Cómo citar

Bermudez, A. (2015). Cuatro herramientas para la indagación crítica en la enseñanza de la historia, las ciencias sociales y la educación ciudadana. Revista De Estudios Sociales, 1(52), 102–118.


La promoción del pensamiento crítico es un objetivo importante pero escurridizo en la enseñanza de la historia, las ciencias sociales y la educación ciudadana. A muchos docentes les cuesta traducir las definiciones generales de pensamiento crítico en herramientas pedagógicas específicas para planear sus clases y para evaluar el trabajo de sus estudiantes. A veces se confunde “enseñar contenidos críticos” y “enseñar a pensar críticamente.” En este artículo propongo cuatro herramientas para la indagación crítica en el ámbito social: Pensamiento problémico, escepticismo reflexivo, multiperspectividad y pensamiento sistémico. Para su definición retomo elementos de la literatura sobre el pensamiento crítico, la enseñanza de la historia, la educación moral y la pedagogía crítica. Describo lo que cada herramienta nos permite hacer, y cómo cada una de ellas articula la función epistémica de fomentar la comprensión con la función social de cultivar ciudadanos reflexivos, responsables, pluralistas y no-violentos.
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