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

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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. https://doi.org/10.7440/res52.2015.07

Resumen

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.

https://doi.org/10.7440/res52.2015.07
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Citas

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