EPISTEMOLOGICAL AND METHODOLOGICAL BASES FOR THE APPROACH OF CRITICAL THINKING IN PERUVIAN EDUCATION

Abstract

The development and empowerment of critical thinking is an issue of transcendental importance in current education since this guarantees a better activation of the learning processes, achieving more conscious, critical, creative and autonomous persons, capable of facing work situations, academics and from everyday life itself efficiently. Critical thinking is thus revealed as a key competence in the formative process of citizens capable of making decisions in an increasingly changing glocal context. This research work is a cross-sectional, multilevel and multi-source study, with a mixed research approach (qualitative-quantitative). It will allow the assessment of psychosocial and / or educational factors that allow the understanding and development of critical thinking in Peruvian education, based on the development of scientific research tasks, which are specified in the thesis of doctoral students participating in this project. In this sense, the project will be executed for three years, and it is vitally important to capture its initial epistemological and methodological bases, which will serve as a guide and orientation for the scientific and educational community concerned.