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The development of critical thinking requires pertinent didactic strategies, since it is a necessity that cannot be avoided. The study analyzes the nature of the concept and considers the teaching-learning interaction, the contribution of epistemology and the educational context, in order to characterize it in didactic practices rooted in academia. For this purpose, printed material has been used, such as short texts, graphs, summaries, comparative tables, among others, to generate critical comprehension, capable of leading to the elaboration of nine questions under the perspective of critical thinking. The use of the deductive method has been very significant, because it has allowed inferring questions to the sources of information, with the purpose of raising nine questions that represent critical thinking. The results were very pondered, because all undergraduate and graduate participants achieved questions that generate much analysis, and where the phylogenesis of critical thinking is manifested through the potential power of the questions, whose ontogeny reflects the constant development of the cognitive process. It can be concluded that the development of critical thinking is closely related to the perspective of questions, without seeking answers. Ontogenesis is evident when processing the elaboration of questions with critical thinking.