Pensamiento crítico en la educación
perspectivas interculturales y análisis de indicadores agregados del PISA
DOI:
https://doi.org/10.22633/rpge.v29iesp4.20775Palabras clave:
Pensamiento crítico, Comparación intercultural, Política educativa, PISA, EslovaquiaResumen
El artículo analiza el desarrollo del pensamiento crítico en el sistema educativo eslovaco a partir de evidencia intercultural de PISA y PIAAC. Dado que estas evaluaciones no miden directamente el pensamiento crítico, el estudio emplea indicadores sustitutos, como alfabetización lectora, resolución de problemas y pensamiento creativo. Con base en un análisis secundario comparativo de bases de datos de la OCDE, los hallazgos muestran una disminución sostenida en la alfabetización lectora en Eslovaquia, una alta proporción de estudiantes con bajo rendimiento, resultados por debajo del promedio en pensamiento creativo y habilidades más débiles de resolución de problemas entre adultos. La evidencia señala brechas persistentes en habilidades cognitivas de orden superior. Los patrones internacionales indican alineación con dinámicas globales impulsadas por la digitalización, la desigualdad socioeconómica y los cambios en los hábitos de aprendizaje. El artículo recomienda reformas sistémicas centradas en el rediseño curricular, el desarrollo docente, intervenciones tempranas y apoyo estructurado a pedagogías dialógicas y basadas en la indagación. El fortalecimiento del pensamiento crítico se presenta como una prioridad estratégica para el desempeño académico, la competitividad laboral y la resiliencia social.
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