El Pensamiento Crítico: una Necesidad en la Formación de Maestros Normalistas en Contextos Diversos.

Abstract

In this research, the training of normal school teachers was addressed with a focus on the development of critical thinking. Recognizing the importance of cultivating reflective and analytical skills in future educators, the research centered on the review and improvement of pedagogical practices in the first semester of the Complementary Training Program at ENSU. The main objective of this research was to develop a pedagogical proposal that strengthened critical thinking in the training of normal school teachers. This proposal was articulated through innovative pedagogical practices implemented in the first semester of the program, aiming to contribute to the integral development of learners. The research adopted a qualitative approach, seeking an in-depth understanding of the experiences and perceptions of students in training. The unit of analysis focused on students in the Complementary Training Program at ENSU. Data collection instruments included field diaries from teachers in training and narratives from students, providing a rich insight into pedagogical practices and their impact on critical thinking. The results revealed the need to rethink pedagogical strategies to incorporate flexible and adaptive practices that foster critical thinking. Student narratives emphasized the importance of multidimensional strategies, such as sensory activities, dances, and philosophy, to stimulate not only the cognitive dimension but also the emotional and physical aspects of learning. The conclusions pointed towards the need to continue developing pedagogical strategies that go beyond knowledge transmission, integrating critical thinking from the beginning of the training of normal school teachers. Recommendations included designing flexible strategies, fostering teacher self-assessment, and creating innovative pedagogical materials.