REVISIÓN DOCUMENTAL ENSEÑANZA DE LA CIENCIA CRÍTICA: UNA REVISIÓN DE PROPUESTAS PEDAGÓGICAS PARA LA ALFABETIZACIÓN CIENTÍFICA CIUDADANA
DOI:
https://doi.org/10.56219/dialctica.v1i27.5182Palabras clave:
alfabetización científica crítica, enseñanza de las ciencias, ciudadanía, justicia epistémica, cuestiones socio científicasResumen
Este artículo presenta una revisión crítica de propuestas pedagógicas orientadas a la alfabetización científica con enfoque ciudadano, a partir del análisis sistemático e interpretativo de literatura académica publicada entre 2005 y 2025. Se examinan enfoques que integran cuestiones socio científicas, saberes situados, metodologías participativas y formación docente crítica, en contextos escolares y comunitarios. A través de un proceso de codificación temática y análisis hermenéutico, se identifican cuatro núcleos estructurantes: (i) enseñanza basada en problemáticas sociocientíficas; (ii) incorporación de saberes indígenas y perspectivas decoloniales; (iii) ciencia participativa con impacto social; y (iv) desarrollo profesional docente orientado a la justicia epistémica. Los hallazgos evidencian el potencial transformador de la alfabetización científica crítica para formar una ciudadanía informada, reflexiva y comprometida con la justicia social y ambiental. Se concluye con recomendaciones para fortalecer políticas educativas democráticas, prácticas pedagógicas inclusivas e investigaciones comprometidas con el bien común.
Palabras clave: alfabetización científica crítica, enseñanza de las ciencias, ciudadanía, justicia epistémica, cuestiones socio científicas.
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