Alfabetización geográfica con el fomento pedagógico del pensamiento crítico en la escuela contemporánea

Geographic literacy with the pedagogical promotion of critical thinking in contemporary school

Abstract

In the complicated context of the globalized world, the adverse situations that occur in geographical reality reveal the problematic situation characteristic of the deterioration of the planetary ecological system and the collective quality of life. This circumstance has motivated international organizations to propose the reorientation of training processes that educate literacy towards promoting critical consciousness in citizens. The objective of the work was to explain geographical literacy with the pedagogical promotion of critical thinking in contemporary schools. It was based on the contributions of Santiago Rivera (2023), Espíndola y Granadillo (2021), Alvarado (2019), Alves do Santos (2019), Morales (2014), among others. It is about presenting geographical teaching with the training capacity to interpret the complex current reality and raise awareness about the need for a healthy environment and activate critical thinking in school classrooms. In this regard, methodologically, documentary research is assumed to obtain data and structure reasoning about critical thinking; explain other ways of thinking and constructive reflection as the basis of geographic literacy. It concludes by highlighting that this awareness-raising work must propose the pedagogical promotion of critical thinking in the training activities carried out at school. Finally, it provides foundations to develop awareness about the existing ecological, environmental and geographical problems.