PERIOCRÍTICA: A DIDACTIC SEQUENCE FOR THE DEVELOPMENT OF CRITICAL THINKING IN CONTEMPORARY EDUCATION
DOI:
https://doi.org/10.19123/Keywords:
critical pedagogy, epistemologies of the south, teacher education, critical thinking, digital cultureAbstract
This article presents and substantiates Periocrítica, conceived as a didac
tic sequence structured to foster the development of critical thinking in contemporary
education. Developed from a bibliographic and reflective study, the proposal establishes
dialogue between classic authors (Freire, Bourdieu, Passeron) and contemporary thinkers
(Giroux, Apple, Boaventura de Sousa Santos), situating itself within the field of critical
pedagogies. Periocrítica organizes the learning process into three interdependent stages:
initial production, which mobilizes students’ prior knowledge; critical discussion, which
promotes dialogue and the problematization of reality; and reflective reconstruction, a
stage in which students rework their understandings and propose new interpretations of the
world. As its main contribution, the proposal offers a didactic-methodological pathway for
critical and emancipatory education, encouraging teaching practices committed to social
transformation. It is concluded that, although situated in the theoretical-propositional field,
the sequence represents a conceptual advance by integrating criticality, dialogue, and recon
struction as structuring axes of learning; empirical validation in different school contexts
is recommended to consolidate it as a critical and transformative teaching methodology.
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Data Availability Statement
This study did not generate primary data. All analyzed material corresponds to previously published literature duly referenced.
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Copyright (c) 2026 Gladison Luciano Perosini (Autor)
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