Pensamiento crítico y prácticas pedagógicas entre los maestros de tercero y quinto grado de la I.E. San Juan de Urabá durante los años 2016-2017

Abstract

The present report gives an account of the relationship between the conceptions of critical thinking and the pedagogical practices of the teachers of the third and fifth grades of the IE San Juan de Urabá. The approach addressed was qualitative and the methodology was given through the ethnographic method. At first, information was collected about teachers' conceptions of critical thinking and its applicability in the classroom through the Socratic questions of Elder y Paul (2003); then this information was contrasted with the opinions of the students through the focus group technique and the researcher's field diaries. The results allowed us to observe that the teachers' notions of the concept of critical thinking are related to the theoretical assumptions constructed by Elder y Paul (2003); the questionnaire, the interview and the closed survey evidenced it, however, the pedagogical practices analyzed from the field diary and what the students expressed in the focus group do not show a coherent relationship between conceptions and pedagogical practices. Given these results, at the end of the research, a sequence of workshops is proposed in order to strengthen the development of critical thinking skills in a practical way in the classroom.