Desarrollo del pensamiento crítico reflexivo, en el proceso de formación de funcionarios de policía, una revisión documental desde el contexto de la Doctrina y Cultura Institucional de la Policía Nacional de Colombia

Abstract

The training of police officers, whose execution is in charge of the National Directorate of Schools (DINAE) as an Institution of Higher Education (IES), and subject to the provisions established in Law 30 of 1992, presents different dynamics within the deployment of the educational process. The development of competencies is one of the main objectives in search of educational quality by this type of educational institutions; Evidence of this is the categorization of abilities and skills that are evidenced in the materialization of the knowledge obtained, translated into evidence of learning, which is known for the present investigation as Police Activity. Reflective critical thinking serves as the intellectual competence of discernment, questioning of certainties and putting subjectivities and realities into conflict; However, its implication in the educational process and its relationship with other factors, such as constitutional or institutional principles, which are systematically shown in the same scenario, can generate conflict, terms of presentation and interpretation, when they appear in rigid, conservative and traditional media. It is then here, where the search for a relationship between Institutional Doctrine and Culture arises from a totality of beliefs and principles and the achievement of the development of critical thinking as a competence and significant contribution to the development of the student in training and the civil servant in office, this being object of unfinished social review within the framework of the public function.