CURRÍCULUM, PENSAMIENTO CRÍTICO Y CONOCIMIENTO SOCIAL EN EL BACHILLERATO LATINOAMERICANO

• Autor(a) principal: ARGÜELLO, DALIA
• Data de Publicação: 2022
• Outros Autores: PLÁ, SEBASTIÁN
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linguagens, Educação e Sociedade (Online)
• Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2750
• topic: Pensamento crítico. Ensino de Ciências Sociais. Bacharelado.; Pensamiento crítico. Enseñanza de las ciencias sociales. Bachillerato; Critical Thinking. Social Studies. High School.

We present a comparative study of different uses of critical thinking in the curricula of the compulsory high school social sciences area in Latin America. We interwove two perspectives of critical thinking, analytical and deconstructive, with four curricular types of social science teaching: canonical, neoliberal, critical-functional, and counter-narrative, to identify the similarities and differences throughout the region, on the educational functions that have given to critical thinking within the curricular contents aimed at social knowledge. Likewise, we highlight the role in civic education and political education that underlies the curricular use of critical thinking. It is a comparative, qualitative, and interpretive study based in the first instance on a codification process of the grounded theory and in a second moment on the political analysis of the curricular discourses.