Pensamiento crítico y bioética: Una relación recursivante en la transversalidad del currículo
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Fecha
2025
Autores
Velásquez Jordán, Edilma Leonor
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La investigación analiza la relación recursivante entre el pensamiento crítico
y la bioética en el ámbito educativo, evidenciando la necesidad de transformar los
currículos tradicionales que, al ser desconceptualizados y fragmentados, limitan el
desarrollo integral del estudiante y restringen su actitud crítica. Ante esta situación,
se plantea la urgencia de construir currículos flexibles, interdisciplinares y
contextualizados, capaces de atender la complejidad de la vida contemporánea y
responder a las demandas formativas del entorno.
El estudio se fundamenta en propuestas educativas transformadoras
orientadas a la formación de sujetos libres, emocionalmente conscientes y dotados
de pensamiento crítico, capaces de integrar razón y emoción en sus procesos
cognitivos. En este marco, la convergencia entre bioética, pensamiento crítico y
transversalidad curricular se propone como eje articulador para promover prácticas
reflexivas, el análisis de dilemas contextualizados y el fortalecimiento de la
autorregulación meta-cognitiva en el proceso formativo.
La investigación se desarrolla metodológicamente desde un enfoque
cualitativo con diseño de investigación acción participativa, sustentado en el
paradigma socio-crítico. Desde este paradigma, se reconoce que el conocimiento
se construye a partir de intereses colectivos que emergen de las necesidades de
los grupos, otorgando un carácter auto-reflexivo al proceso investigativo. Los
participantes dialogan, analizan y responden desde su propia ontología, lo que
favorece la comprensión profunda de su realidad educativa y la corresponsabilidad
en la transformación curricular. Todo lo anterior a través de entrevistas semiestructuradas, rúbricas de seguimiento y matrices de reflexión, desarrollados bajo
espacios: De Auto-formación, reconocimiento de la realidad; Co-Formación,
dialógica social y reflexiva; y Eco-Formación, viabiliza una práctica para la
formación integral.
Durante el proceso emergió la necesidad de actuar sobre componentes
esenciales, como fueron: el fortalecimiento del plan de formación integral, la
armonización y articulación curricular, la re-significación del tiempo escolar y la
integración de una educación CRESE, orientada al crecimiento, la reflexión y la
sensibilidad ética.
Los hallazgos permitieron acercarse a directivos y docentes, visibilizando la
problemática que genera un currículo descontextualizado, el cual limita el
pensamiento crítico y la reflexión transformadora en los estudiantes. Se evidenció
que, aunque los directivos se rigen por un PEI estandarizado, es posible
desarrollar un currículo flexible y ajustado al contexto. La articulación entre
pensamiento crítico y bioética favoreció despertar la formación de ciudadanos
éticos, corresponsables y comprometidos con la vida, la paz y el ambiente,
logrando religar ambas categorías desde la transversalidad curricular mediante la
integración de teoría, práctica y reflexión conjunta.
La propuesta impulsó el trabajo colaborativo e interdisciplinar y abrió
espacios de reflexión crítica permanente. A su vez, permitió abordar temas
sociales sensibles —como la desaparición forzada— desde una mirada bioética y
educativa, transformándolos en contenidos curriculares que trascienden los límites
del aula e incorporan los dilemas éticos del entorno social en el contexto escolar.
Esta transversalización generó un impacto intra-escolar significativo, promoviendo
la formación integral y fortaleciendo en los participantes una mirada ética y crítica
sobre los derechos humanos. También se avanzó en la articulación de centros de
interés y proyectos transversales con los planes de área, aportando mayor
coherencia al diseño curricular.
Aunque surgieron resistencias iniciales al cambio, el diálogo, la empatía y la
ética investigativa permitieron superarlas. El proceso se consolidó gracias a la
motivación y al compromiso compartido entre el investigador y los participantes,
reafirmando el potencial transformador de un currículo integrado desde la
recursividad entre pensamiento crítico y bioética
This research analyzes the recursive relationship between critical thinking and bioethics in education, highlighting the need to transform traditional curricula. These curricula, by being deconceptualized and fragmented, limit students' holistic development and restrict their critical thinking. Given this situation, there is an urgent need to construct flexible, interdisciplinary, and contextualized curricula capable of addressing the complexity of contemporary life and responding to the educational demands of the environment. The study is based on transformative educational proposals aimed at forming free, emotionally aware individuals with critical thinking skills, capable of integrating reason and emotion in their cognitive processes. Within this framework, the convergence of bioethics, critical thinking, and curricular transversality is proposed as a central axis for promoting reflective practices, the analysis of contextualized dilemmas, and the strengthening of metacognitive self-regulation in the educational process. The research employs a qualitative approach with a participatory action research design, grounded in the socio-critical paradigm. This paradigm recognizes that knowledge is constructed from collective interests arising from the needs of groups, thus imbuing the research process with a self-reflective character. Participants engage in dialogue, analysis, and responses based on their own ontology, fostering a deeper understanding of their educational reality and shared responsibility for curricular transformation. This is achieved through semistructured interviews, monitoring rubrics, and reflection matrices, developed within the following frameworks: Self-Formation (recognition of reality), Co-Formation (social and reflective dialogue), and Eco-Formation (enabling a practice for holistic education). During the process, the need emerged to address essential components, such as: strengthening the holistic education plan, harmonizing and articulating the curriculum, redefining school time, and integrating a CRESE education model oriented towards growth, reflection, and ethical awareness. The findings allowed for closer engagement with administrators and teachers, highlighting the problems generated by a decontextualized curriculum, which limits critical thinking and transformative reflection in students. It was evident that, although administrators adhere to a standardized Institutional Educational Project (PEI), it is possible to develop a flexible curriculum tailored to the context. The connection between critical thinking and bioethics fostered the development of ethical citizens who are co-responsible and committed to life, peace, and the environment, successfully linking both categories through cross-curricular integration by incorporating theory, practice, and collaborative reflection. The proposal fostered collaborative and interdisciplinary work and opened spaces for ongoing critical reflection. In turn, it allowed for addressing sensitive social issues—such as enforced disappearance—from a bioethical and educational perspective, transforming them into curricular content that transcends classroom boundaries and incorporates the ethical dilemmas of the social environment into the school context. This cross-curricular approach generated a significant impact within the school, promoting holistic development and strengthening participants' ethical and critical perspective on human rights. Progress was also made in integrating areas of interest and cross-curricular projects with subject-area plans, contributing greater coherence to the curriculum design. Although initial resistance to change arose, dialogue, empathy, and ethical research allowed these to be overcome. The process was consolidated thanks to the motivation and shared commitment between the researcher and the participants, reaffirming the transformative potential of an integrated curriculum based on the recursive relationship between critical thinking and bioethics.
This research analyzes the recursive relationship between critical thinking and bioethics in education, highlighting the need to transform traditional curricula. These curricula, by being deconceptualized and fragmented, limit students' holistic development and restrict their critical thinking. Given this situation, there is an urgent need to construct flexible, interdisciplinary, and contextualized curricula capable of addressing the complexity of contemporary life and responding to the educational demands of the environment. The study is based on transformative educational proposals aimed at forming free, emotionally aware individuals with critical thinking skills, capable of integrating reason and emotion in their cognitive processes. Within this framework, the convergence of bioethics, critical thinking, and curricular transversality is proposed as a central axis for promoting reflective practices, the analysis of contextualized dilemmas, and the strengthening of metacognitive self-regulation in the educational process. The research employs a qualitative approach with a participatory action research design, grounded in the socio-critical paradigm. This paradigm recognizes that knowledge is constructed from collective interests arising from the needs of groups, thus imbuing the research process with a self-reflective character. Participants engage in dialogue, analysis, and responses based on their own ontology, fostering a deeper understanding of their educational reality and shared responsibility for curricular transformation. This is achieved through semistructured interviews, monitoring rubrics, and reflection matrices, developed within the following frameworks: Self-Formation (recognition of reality), Co-Formation (social and reflective dialogue), and Eco-Formation (enabling a practice for holistic education). During the process, the need emerged to address essential components, such as: strengthening the holistic education plan, harmonizing and articulating the curriculum, redefining school time, and integrating a CRESE education model oriented towards growth, reflection, and ethical awareness. The findings allowed for closer engagement with administrators and teachers, highlighting the problems generated by a decontextualized curriculum, which limits critical thinking and transformative reflection in students. It was evident that, although administrators adhere to a standardized Institutional Educational Project (PEI), it is possible to develop a flexible curriculum tailored to the context. The connection between critical thinking and bioethics fostered the development of ethical citizens who are co-responsible and committed to life, peace, and the environment, successfully linking both categories through cross-curricular integration by incorporating theory, practice, and collaborative reflection. The proposal fostered collaborative and interdisciplinary work and opened spaces for ongoing critical reflection. In turn, it allowed for addressing sensitive social issues—such as enforced disappearance—from a bioethical and educational perspective, transforming them into curricular content that transcends classroom boundaries and incorporates the ethical dilemmas of the social environment into the school context. This cross-curricular approach generated a significant impact within the school, promoting holistic development and strengthening participants' ethical and critical perspective on human rights. Progress was also made in integrating areas of interest and cross-curricular projects with subject-area plans, contributing greater coherence to the curriculum design. Although initial resistance to change arose, dialogue, empathy, and ethical research allowed these to be overcome. The process was consolidated thanks to the motivation and shared commitment between the researcher and the participants, reaffirming the transformative potential of an integrated curriculum based on the recursive relationship between critical thinking and bioethics.
Descripción
Palabras clave
Pensamiento crítico, Bioética, Relación recursivante, Transversalidad del currículo
