Concepciones de docentes universitarios chilenos sobre el pensamiento crítico

Autores/as

Palabras clave:

Pensamiento crítico, currículo, práctica, enfoque, educación superior

Resumen

Este artículo busca indagar en las definiciones que el profesorado universitario maneja sobre el pensa-miento crítico y en su incorporación en el currículo. A nivel mundial, se reconoce esta habilidad de orden superior, como un resultado de aprendizaje importante para enfrentar los desafíos del siglo XXI. En Chi-le, la Comisión Nacional de Acreditación (CNA-Chile) ha incluido el pensamiento crítico dentro de los cri-terios de evaluación para la acreditación de programas de grado. Para averiguar sobre esta materia, se consulta a 95 docentes universitarios de distintas disciplinas de una universidad privada chilena. De este modo, los resultados ofrecen una aproximación conceptual del pensamiento crítico desde la perspectiva docente y muestran la necesidad de su infusión en el currículo de la educación superior.

Biografía del autor/a

Fernando Vera, Universidad La República

Doctor en Ciencias de la Educación, mención Evaluación y Acreditación; Master en Administración y Gestión Educacional; Master en Currículum y Evaluación; Master Europeo en Tecnología, Aprendizaje y Educación. Académico, Universidad La República, Chile. Consultor organizacional y educacional. Líneas de investigación: Desarrollo de competencias genéricas, metodologías activas e integración de tecnología en el currículo.análisis de una problemática en Educación Física.

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Publicado

01-12-2020

Cómo citar

Vera, F. (2020). Concepciones de docentes universitarios chilenos sobre el pensamiento crítico. Transformar, 1(1), 20–41. Recuperado a partir de https://revistatransformar.cl/index.php/transformar/article/view/14

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