Critical thinking is essential for facing the demands of a complex world, as it enables us to discern between truthful and biased information and to build knowledge autonomously. This fosters better citizenship and a critical analysis of reality, including controversial issues. Since it is an important educational goal, the aim of this study was to analyze the perceptions of a group of secondary school teachers from a public school in Lima regarding the teaching of critical thinking in the context of controversial issues. A semi-structured interview was conducted, and the participants joined virtually. The results indicate that teachers are motivated to teach critical thinking, but they lack sufficient theoretical and practical tools to do so effectively. These findings are discussed in terms of their relevance for educational processes.

Critical thinking is essential for facing the demands of a complex world, as it enables us to discern between truthful and biased information and to build knowledge autonomously. This fosters better citizenship and a critical analysis of reality, including controversial issues. Since it is an important educational goal, the aim of this study was to analyze the perceptions of a group of secondary school teachers from a public school in Lima regarding the teaching of critical thinking in the context of controversial issues. A semi-structured interview was conducted, and the participants joined virtually. The results indicate that teachers are motivated to teach critical thinking, but they lack sufficient theoretical and practical tools to do so effectively. These findings are discussed in terms of their relevance for educational processes.

El desarrollo del pensamiento crítico es esencial para la formación académica y ciudadana de las y los estudiantes, motivo por el cual se ha vuelto un objetivo central de la educación nacional e internacional. Es así que, en la actualidad, es imperante que las y los estudiantes sean capaces de emitir juicios y realizar conductas que sean congruentes con las necesidades de su realidad social. A pesar de ello, diversos estudios demuestran que las intenciones del sistema educativo y sus docentes no siempre se traducen en aprendizajes reales. Por tanto, la presente investigación tuvo como objetivo identificar y analizar las concepciones de docentes de CC.SS. sobre la enseñanza del pensamiento crítico frente a temáticas controversiales. Los resultados reafirman que las y los docentes reconocen la importancia de plantear una pedagogía orientada al desarrollo del pensamiento crítico ...

El desarrollo del pensamiento crítico es esencial para la formación académica y ciudadana de las y los estudiantes, motivo por el cual se ha vuelto un objetivo central de la educación nacional e internacional. Es así que, en la actualidad, es imperante que las y los estudiantes sean capaces de emitir juicios y realizar conductas que sean congruentes con las necesidades de su realidad social. A pesar de ello, diversos estudios demuestran que las intenciones del sistema educativo y sus docentes no siempre se traducen en aprendizajes reales. Por tanto, la presente investigación tuvo como objetivo identificar y analizar las concepciones de docentes de CC.SS. sobre la enseñanza del pensamiento crítico frente a temáticas controversiales. Los resultados reafirman que las y los docentes reconocen la importancia de plantear una pedagogía orientada al desarrollo del pensamiento crítico ...

Critical thinking is essential for facing the demands of a complex world, as it enables us to discern between truthful and biased information and to build knowledge autonomously. This fosters better citizenship and a critical analysis of reality, including controversial issues. Since it is an important educational goal, the aim of this study was to analyze the perceptions of a group of secondary school teachers from a public school in Lima regarding the teaching of critical thinking in the context of controversial issues. A semi-structured interview was conducted, and the participants joined virtually. The results indicate that teachers are motivated to teach critical thinking, but they lack sufficient theoretical and practical tools to do so effectively. These findings are discussed in terms of their relevance for educational processes.