El pensamiento crítico desde comunidades de aprendizaje rurales: una revisión de la literatura

Abstract

Introduction: Critical thinking in the educational field aims to provide students with tools to analyze and evaluate the consistency of reasoning regarding the solution of environmental problems. Objective: To carry out a literary review of publications that address various positions and experiences on the development of critical thinking through the mediation of learning communities, in the school environment of the new ruralities of the 21st century. Methodology: To develop the documentary review, the method proposed by Okoli and Schabram (2010) was implemented, which consists of eight steps which allow the documentary search to have good methodological quality. Results: 223 research articles published between 2015 and 2022 on critical thinking, new ruralities and learning communities were identified. Inclusion and exclusion criteria were generated to reach 62 articles identified as relevant to the study topic. The results revealed academic studies that argue that the teaching of critical thinking generates divergences and convergences between critical thinking and new ruralities; critical thinking and learning communities and how these induce the integral development of the student. Conclusions: Processes that encourage teaching and learning around critical thinking at rural and urban levels are important to promote cognitive, social, communicative, motor, and emotional skills in learners.