REPENSAR UNA DIDÁCTICA PARA EL DESARROLLO DE PROCESOS DE PENSAMIENTO

Abstract

The present writing is the theoretical synthesis of a research, carried out from the concern about the increasingly lower learning levels of students, in the application of thought processes when they carry out intellectual and academic tasks. The purpose is to describe didactics for the development of thought processes from a reflective and critical vision. This research is qualitative, it is developed from a hermeneutical exercise, to achieve an analysis of documentary sources, for the description of the contributions of different authors, where the proposed theory is debated about some actions undertaken in Venezuela, for the promotion and development of the thought processes in educational institutions, the contributions from cognitive, constructivist approaches and critical pedagogy are also detailed to then characterize the main actors of the process carried out from the class, the actions to follow for the promotion of thought processes. Thinking, the construction of knowledge and the transfer to other contexts, environments and situations translated into meaningful learning as the essence of strengthening and promoting critical thinking from the educational process. Finally, some reflections are presented to guide the didactic processes executed by the teacher from the assumptions of critical pedagogy and the development of critical thinking.