Meanings attributed to teacher education in critical thinking by graduates from educational sciences

Abstract

The present work represents a summary of the Master`s thesis work carried out for a Master ́s program in Social Sciences in the National University of Córdoba, Argentina. The main purpose was to analyze the meanings attributed by Educational Sciences graduates to discourses and practices along their undergraduate formation in relation to critical thinking. A qualitative design of a descriptive-interpretative kind was used, with a focus on the discourses narrated by the protagonists, and emphasizing the speech of the research participants through interviews.