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Fandiño Parra</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Cuaderno de pensamiento crítico latinoamericano , 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Entre la tensión entre tradición histórica y realidad actual y el reto entre reproducción tradicional de información y construcción innovador de conocimiento, el sistema educativo puede ver en el trabajo sistemático e informado con la formación en pensamiento crítico (FPC) un viento que lo impulse hacia territorios nuevos que refresquen no solo los procesos asociados con el binomio enseñanza-aprendizaje, sino que recreen también los roles socioeducativos y las relaciones ético-políticas de estudiantes y docentes. A partir del trabajo metódico con FPC, el sistema educativo latinoamericano puede generar ambientes pedagógicos y mediaciones didácticas que posibiliten que la formación académica y el desarrollo intelectual interactúen con distintos saberes (científicos, populares, ancestrales, etc.) a la vez que se relacionen con los contextos en los que se ubican.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"UNA RE-LECTURA DEL SISTEMA EDUCATIVO LATINOAMERICANO DESDE LA FORMACIÓN EN PENSAMIENTO CRÍTICO","attachmentId":60017830,"attachmentType":"pdf","work_url":"https://www.academia.edu/39829560/UNA_RE_LECTURA_DEL_SISTEMA_EDUCATIVO_LATINOAMERICANO_DESDE_LA_FORMACI%C3%93N_EN_PENSAMIENTO_CR%C3%8DTICO","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/39829560/UNA_RE_LECTURA_DEL_SISTEMA_EDUCATIVO_LATINOAMERICANO_DESDE_LA_FORMACI%C3%93N_EN_PENSAMIENTO_CR%C3%8DTICO"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="44738345" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44738345/PENSAMIENTO_CR%C3%8DTICO_COMO_ESTADO_REVISIONISTA_Y_SU_SIMETR%C3%8DA_CON_EL_PROCESO_DE_AUTORREGULACI%C3%93N_EN_EL_APRENDIZAJE">PENSAMIENTO CRÍTICO COMO ESTADO REVISIONISTA Y SU SIMETRÍA CON EL PROCESO DE AUTORREGULACIÓN EN EL APRENDIZAJE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4581477" href="https://uacm.academia.edu/Jes%C3%BAsJasso">Jesús J A S S O Méndez</a></div><p class="ds-related-work--metadata ds2-5-body-xs">P O I É S I S – REVISTA DO PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO – MESTRADO – UNIVERSIDADE DO SUL DE SANTA CATARINA, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">¿Cómo explicar la asimetría del aprendizaje entre razonadores humanos aun cuando se parte de las mismas condiciones intelectuales y cerebrales? Distintas respuestas de orden físico e intensional pueden formularse a partir de desiguales campos de investigación ex. gr. la clínica, la neurociencia, la ciencia cognitiva, la biología, la ciencia computacional, la ciencia de la información, la inteligencia artificial, la filosofía, la lógica, la educación, la pedagogía. A pesar de las diferencias teóricas y prácticas entre la generalidad de estos campos, así como del carácter interno y específico de sus enfoques, un posible rasgo vinculante surge al enfocar las investigaciones hacia una explicación del comportamiento auto-regulatorio/revisionista de razonadores humanos (RH) en los entornos áulicos. El propósito central de este artículo es ofrecer una propuesta resolutiva aplicada a la pregunta inicial desde un enfoque biolingüístico y pedagógico. Este enfoque nos permitirá dar cuenta de la asimetría epistémica entre RH cuya constitución cerebral sea análoga, destacando un componente constructivo del conocimiento proactivo y auto-regulado: la criticidad cognitiva o pensamiento crítico. Palabras-clave: Pensamiento Crítico; Auto-regulación; Criticidad Cognitiva; Estado Mental; Disposiciones Mentales. How can we explain the asymmetry of learning among human reasoners even when we start from the same intellectual and brain conditions? Different answers of physical and intentional order can be formulated from unequal fields of research e.g. clinical, neuroscience, cognitive science, biology, computer science, information science, artificial intelligence, philosophy, logic, education, and pedagogy. Despite the theoretical and practical differences between the generality of these fields, as well as the internal and specific character of their approaches, a possible binding feature emerges when we focus research towards an explanation of the self-regulatory/revisionist behavior of human reasoners (HR) in classroom environments. The main purpose of this article is to offer a proposal for solving the initial question from a biolinguistic and pedagogical approach. This approach will allow us to explain the epistemic asymmetry between HR, whose brain constitution is analogous, highlighting a constructive component of proactive and selfregulated knowledge: cognitive criticality or critical thinking. Keywords: Critical Thinking; Self-regulation; Cognitive Criticality; Mental State; Mental Dispositions.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"PENSAMIENTO CRÍTICO COMO ESTADO REVISIONISTA Y SU SIMETRÍA CON EL PROCESO DE AUTORREGULACIÓN EN EL APRENDIZAJE","attachmentId":65224029,"attachmentType":"pdf","work_url":"https://www.academia.edu/44738345/PENSAMIENTO_CR%C3%8DTICO_COMO_ESTADO_REVISIONISTA_Y_SU_SIMETR%C3%8DA_CON_EL_PROCESO_DE_AUTORREGULACI%C3%93N_EN_EL_APRENDIZAJE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44738345/PENSAMIENTO_CR%C3%8DTICO_COMO_ESTADO_REVISIONISTA_Y_SU_SIMETR%C3%8DA_CON_EL_PROCESO_DE_AUTORREGULACI%C3%93N_EN_EL_APRENDIZAJE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="114710099" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/114710099/AN%C3%81LISIS_DEL_APRENDIZAJE_BASADO_EN_PROBLEMAS_COMO_ESTRATEGIA_PARA_EL_DESARROLLO_DEL_PENSAMIENTO_CR%C3%8DTICO_EN_LA_FORMACI%C3%93N_DEL_ALUMNADO_UNIVERSITARIO">ANÁLISIS DEL APRENDIZAJE BASADO EN PROBLEMAS COMO ESTRATEGIA PARA EL DESARROLLO DEL PENSAMIENTO CRÍTICO EN LA FORMACIÓN DEL ALUMNADO UNIVERSITARIO</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3215723" href="https://uma.academia.edu/JUANLUCASONIEVA">JUAN LUCAS ONIEVA</a></div><p class="ds-related-work--metadata ds2-5-body-xs">METODOLOGÍAS ACTIVAS CON TIC EN LA EDUCACIÓN DEL SIGLO XXI, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Esta investigación se enmarca dentro de un Proyecto de Innovación Docente de la Universidad de Málaga que se inició en 2019 (PIE19-179) con el objetivo de fomentar la enseñanza del pensamiento crítico como materia transversal en el Grado de Filosofía de la Universidad de Málaga. Bajo este marco de actuación nos planteamos como objetivo analizar la significatividad de los resultados de algunas de las estrategias docentes más conocidas para el desarrollo del pensamiento crítico en las aulas. Este análisis está aún en proceso, pero podemos ya presentar algunos resultados concernientes a la estrategia docente denominada Aprendizaje Basado en Problemas. Hemos realizamos el presente estudio contando con un total de 70 participantes, estudiantes del tercer curso del Grado de Filosofía (asignatura de Filosofía de la Historia) y del Máster (asignatura de Filosofía y Nihilismo) de la Universidad de Málaga. El instrumento de recopilación de datos fue un cuestionario creado por Zuriguel (2016) para evaluar el pensamiento crítico, al que le realizamos modificaciones que fueron validadas por expertos de la Red de Innovación Educativa en Filosofía (SFPIE_GER1718_2F_725192) de la Universitat de València, así como miembros del grupo de investigación en Didáctica Educativa de la Universidad Complutense de Madrid, que forman parte del PIE: La enseñanza de la Filosofía en el Siglo XXI: experiencias y retos. ISBN 978-84-1377-592-0</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ANÁLISIS DEL APRENDIZAJE BASADO EN PROBLEMAS COMO ESTRATEGIA PARA EL DESARROLLO DEL PENSAMIENTO CRÍTICO EN LA FORMACIÓN DEL ALUMNADO UNIVERSITARIO","attachmentId":111333290,"attachmentType":"pdf","work_url":"https://www.academia.edu/114710099/AN%C3%81LISIS_DEL_APRENDIZAJE_BASADO_EN_PROBLEMAS_COMO_ESTRATEGIA_PARA_EL_DESARROLLO_DEL_PENSAMIENTO_CR%C3%8DTICO_EN_LA_FORMACI%C3%93N_DEL_ALUMNADO_UNIVERSITARIO","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/114710099/AN%C3%81LISIS_DEL_APRENDIZAJE_BASADO_EN_PROBLEMAS_COMO_ESTRATEGIA_PARA_EL_DESARROLLO_DEL_PENSAMIENTO_CR%C3%8DTICO_EN_LA_FORMACI%C3%93N_DEL_ALUMNADO_UNIVERSITARIO"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="30035046" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/30035046/LA_ENSE%C3%91ANZA_DEL_IDIOMA_CASTELLANO_EL_RITMO_Y_EL_LENGUAJE_COTIDIANO">LA ENSEÑANZA DEL IDIOMA CASTELLANO: EL RITMO Y EL LENGUAJE COTIDIANO</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27868295" href="https://independent.academia.edu/Let%C3%ADciaContilde">Letícia Contilde</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"LA ENSEÑANZA DEL IDIOMA CASTELLANO: EL RITMO Y EL LENGUAJE COTIDIANO","attachmentId":50487628,"attachmentType":"pdf","work_url":"https://www.academia.edu/30035046/LA_ENSE%C3%91ANZA_DEL_IDIOMA_CASTELLANO_EL_RITMO_Y_EL_LENGUAJE_COTIDIANO","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/30035046/LA_ENSE%C3%91ANZA_DEL_IDIOMA_CASTELLANO_EL_RITMO_Y_EL_LENGUAJE_COTIDIANO"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="39602693" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/39602693/ENFOQUE_CR%C3%8DTICO_REFLEXIVO_PARA_UNA_NUEVA_DOCENCIA">ENFOQUE CRÍTICO REFLEXIVO PARA UNA NUEVA DOCENCIA</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="117112806" href="https://unfv.academia.edu/MonicaElviraRevolledoPaico">Monica Elvira Revolledo Paico</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ENFOQUE CRÍTICO REFLEXIVO PARA UNA NUEVA DOCENCIA","attachmentId":59758461,"attachmentType":"pdf","work_url":"https://www.academia.edu/39602693/ENFOQUE_CR%C3%8DTICO_REFLEXIVO_PARA_UNA_NUEVA_DOCENCIA","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/39602693/ENFOQUE_CR%C3%8DTICO_REFLEXIVO_PARA_UNA_NUEVA_DOCENCIA"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="29648557" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/29648557/LA_DISCUSI%C3%93N_DELIBERATIVA_COMO_ESTRATEGIA_DE_ENSE%C3%91ANZA_DE_LA_DOCENCIA_CR%C3%8DTICA">LA DISCUSIÓN DELIBERATIVA COMO ESTRATEGIA DE ENSEÑANZA DE LA DOCENCIA CRÍTICA</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="23506012" href="https://independent.academia.edu/DavidBecerraMart%C3%ADn">David I Becerra Martin</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Tradicionalmente la figura del docente ha sido la de un experto que transmite su conocimiento a los alumnos que asisten a sus clases, sin embargo los procesos de enseñanza-aprendizaje resultan algo mucho más complejo que esto. Es por esto que resulta de vital importancia que el docente pueda cuestionarse acerca de los objetivos que persigue con su asignatura, así como las habilidades que los estudiantes deberían desarrollar al finalizar determinado curso. De modo particular, en el nivel superior se hace necesaria la práctica constante de ejercicios y experiencias de aprendizaje que potencien la capacidad de razonamiento abstracto y argumentación.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"LA DISCUSIÓN DELIBERATIVA COMO ESTRATEGIA DE ENSEÑANZA DE LA DOCENCIA CRÍTICA","attachmentId":50084715,"attachmentType":"pdf","work_url":"https://www.academia.edu/29648557/LA_DISCUSI%C3%93N_DELIBERATIVA_COMO_ESTRATEGIA_DE_ENSE%C3%91ANZA_DE_LA_DOCENCIA_CR%C3%8DTICA","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/29648557/LA_DISCUSI%C3%93N_DELIBERATIVA_COMO_ESTRATEGIA_DE_ENSE%C3%91ANZA_DE_LA_DOCENCIA_CR%C3%8DTICA"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="9266861" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/9266861/EL_PENSAMIENTO_CR%C3%8DTICO_EN_LA_TEOR%C3%8DA_EDUCATIVA_CONTEMPOR%C3%81NEA">EL PENSAMIENTO CRÍTICO EN LA TEORÍA EDUCATIVA CONTEMPORÁNEA</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="21223682" href="https://ucr.academia.edu/RevistaActualidadesInvestigativasenEducaci%C3%B3n">Revista Actualidades Investigativas en Educación</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2014</p><p class="ds-related-work--abstract ds2-5-body-sm">En este ensayo se reflexiona sobre el lugar que ocupa el pensamiento crítico en la teoría educativa contemporánea. 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Finalmente se plantean algunas limitaciones que poseen el pensamiento crítico y a la educación crítica, con el fin de contribuir al debate contemporáneo sobre esta forma de razonamiento.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"EL PENSAMIENTO CRÍTICO EN LA TEORÍA EDUCATIVA CONTEMPORÁNEA","attachmentId":35532556,"attachmentType":"pdf","work_url":"https://www.academia.edu/9266861/EL_PENSAMIENTO_CR%C3%8DTICO_EN_LA_TEOR%C3%8DA_EDUCATIVA_CONTEMPOR%C3%81NEA","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/9266861/EL_PENSAMIENTO_CR%C3%8DTICO_EN_LA_TEOR%C3%8DA_EDUCATIVA_CONTEMPOR%C3%81NEA"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":36673713,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":36673713,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_36673713" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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