Escuchar no es argumentar: brechas pedagógicas en la autopercepción del pensamiento crítico en estudiantes del sur de Sonora.

Santos Vega Borbón; Misael Enríquez-Félix

doi:10.46377/dilemas.v14i1.4980

Santos Vega Borbón Universidad Estatal de Sonora https://orcid.org/0009-0000-2450-5490
Misael Enríquez-Félix Escuela Normal Superior Plantel Navojoa https://orcid.org/0000-0002-4677-2837

DOI: https://doi.org/10.46377/dilemas.v14i1.4980

Palabras clave: pensamiento crítico, autopercepción, argumentación, secundaria, bachillerato

Resumen

El estudio analizó brechas pedagógicas en la autopercepción del pensamiento crítico de estudiantes de secundaria, telesecundaria y bachillerato del sur de Sonora. Se realizó una investigación cuantitativa, transversal y descriptivo-analítica con 553 participantes. Se calcularon medias por habilidad, un índice de brecha dialógico-analítica, perfiles pedagógicos y asociaciones con variables contextuales. Los resultados mostraron mayor autopercepción en disposiciones reflexivo-dialógicas que en habilidades cognitivo-analíticas. El 45.9% de la muestra se ubicó en prioridad didáctica. Se concluye que fortalecer el pensamiento crítico exige pasar de promover actitudes favorables al diálogo a diseñar experiencias explícitas de argumentación, evaluación de fuentes y análisis de evidencias.

Citas

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