Pensamiento crítico y currículo del bachillerato: implicaciones pedagógicas para la formación universitaria inicial
DOI:
https://doi.org/10.56124/sapientiae.v9i20.001Resumen
El desarrollo del pensamiento crítico es una condición fundamental para el desempeño académico en la educación superior y para la participación informada en contextos sociales complejos. Sin embargo, en América Latina quedan evidencias indicativas de un número significativo de estudiantes que termina el bachillerato sin alcanzar niveles satisfactorios en comprensión lectora, razonamiento analítico y argumentativo, lo cual incide directamente en su transición hacia la universidad. Este estudio analiza la relación entre el diseño curricular del bachillerato y el desarrollo del pensamiento crítico y sus efectos en la formación universitaria inicial, con referencia al contexto latinoamericano y al caso ecuatoriano. Se apoyó en un enfoque cualitativo mediante análisis documental de carácter analítico-interpretativo, con fundamento en literatura pedagógica especializada, informes de organismos internacionales y documentos institucionales nacionales. Los hallazgos muestran que la persistencia de modelos curriculares centrados en la transmisión de contenidos y en prácticas evaluativas orientadas a la reproducción obstruye la consolidación de habilidades cognitivas de orden superior. Como resultado, se generan brechas formativas que se proyectan hacia la educación superior, donde las instituciones implementan procesos de nivelación para atender carencias acumuladas. En conclusión, el fortalecimiento del pensamiento crítico amerita una revisión estructural del currículo de dicho nivel y una articulación efectiva entre los distintos niveles del sistema educativo, a fin de asegurar coherencia en la trayectoria formativa del estudiantado.
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