Abstract
The article addresses attitude and critical thinking, specifically regarding the role of context in the construction of knowledge. For this, the author references well-known thinkers that, throughout history, have asked themselves about their reason of being and what they do in the world, and have built thinking systems that have contributed to the growth of human beings and their knowledge. The article gives more detail about the educative context and develops subjects such as problematic thinking and acting in teaching, education and critical theory, and finally, education and communicative acting.
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