The classroom transcends to the social: pragmatics of critical thinking

Abstract

This article constitutes a thoughtful approach to socio-pedagogical connotations of the pragmatic incidence of critical thinking in society. To this end, the reflective exercise was contextualized from a qualitative paradigm, addressing an exploratory-descriptive approach that, based on the analysis of documentary research, founded the state of the art, as well as the typologies and theories that support it, since its traceability places the methodological intentionality. Then, the educational significance of the examined variables was related to social functionality. Among the results, it is evident that the pragmatics of criticality in the social sphere is specified in the proposition “build humanity”. It is concluded that the classroom transcends to the social as it strengthens dialogue in the community, moving away from relativism, dogmatism and cognitive totalitarianism in order to form participatory citizenship from rationality, autonomy, humility and intellectual freedom.