Pensar Críticamente. Un desiderátum de la educación multimodal

Abstract

The decisive importance of the social process of education for a country is unquestionable, it cannot be left to the free will of those who teach, and must be oriented according to the development expectations established by the State, embodied in the national educational purposes established in laws and norms. Critical thinking is a desideratum of the Venezuelan Educational System, therefore it is expected that all learners, as a result of carrying out learning activities, at all educational levels and knowledge areas, achieve the competence to make the best decisions, both personal and social, decisions resulting from a systematic thought process leading to the construction of the arguments that support them. Educational virtualization has not changed that purpose, but rather digital-based instructional resources have emerged to make synchronous and asynchronous learning activities viable, which must guarantee the construction of true virtual communities, characterized by argumentative dialogues, these product of the formulation of divergent questions, in which the student seeks answers after answers, to learn more about the subject under discussion. To develop critical thinking, in face-to-face, mixed, virtual scenarios, in short, multimodal systems, only requires that the teacher detonates the student's thinking, through the assertive application of the forgotten, but powerful, question technique to guide learning encounters. Raising awareness of the importance of this type of thinking and the power of this simple didactic strategy to develop it, in any educational setting, is the purpose of this reflection.