<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022025000100802</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202551278119es</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Cartografía del pensamiento crítico: principales aportaciones para repensar la educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Mapping critical thinking: key contributions for rethinking education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vendrell-Morancho]]></surname>
<given-names><![CDATA[Mireia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moya]]></surname>
<given-names><![CDATA[Aída Valero]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>51</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022025000100802&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022025000100802&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022025000100802&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El pensamiento crítico es una herramienta esencial para la evaluación racional y ética de la información y las acciones. Por lo tanto, es un elemento clave para tomar decisiones informadas y participar en el diálogo y el debate democráticos. Aunque su importancia es ampliamente reconocida, existe una falta de consenso en cuanto a su definición y enfoque. Al mismo tiempo, la investigación sobre su historia y desarrollo filosófico es limitada. El objetivo del presente estudio es examinar la evolución histórico-filosófica del pensamiento crítico, rescatando sus principales aportaciones desde Sócrates hasta el Informe Delphi de Peter Facione. Con el fin de facilitar su estudio y comprensión, dicha evolución se ha dividido en las siguientes etapas: Edad Antigua, Edad Media, Renacimiento y Edad Moderna, y Edad Contemporánea. Tal división se basa en los hitos importantes y los cambios históricos que tuvieron lugar en cada una de las épocas. Los resultados muestran que el pensamiento crítico es un concepto que ha evolucionado a lo largo del tiempo y que ha sido influenciado por diferentes factores históricos, culturales y sociales. En particular, lo que en la actualidad entendemos por pensamiento crítico está altamente influenciado por el racionalismo, empirismo, positivismo y pragmatismo de la tradición occidental. Esta contribución es relevante a la hora de repensar la investigación y la praxis educativa, ya que permite una comprensión más profunda del pensamiento crítico y de su aplicación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Critical thinking is an essential tool for the rational and ethical evaluation of information and actions, making it a necessary element in making informed decisions and meaningfully participating in democratic discourse. Despite its acknowledged value, there remains a lack of consensus regarding its definition and approach, and research on its historical and philosophical development is limited. This study traces the historical-philosophical evolution of critical thinking, highlighting key contributions from Socrates to Peter Facione&#8217;s Delphi Report. To facilitate its exploration and comprehension, this evolution is organised into four stages: Antiquity, Middle Ages, Renaissance and Modern Age, and Contemporary Age, each marked by significant milestones and historical shifts. Findings suggest that critical thinking is a dynamic concept influenced by diverse historical, cultural, and social factors. In particular, the contemporary understanding of critical thinking is deeply shaped by Western traditions, including rationalism, empiricism, positivism, and pragmatism. This study provides an enriched perspective on critical thinking, offering valuable insights into how its conception and applications can be refined and enhanced to better support current and future educational contexts.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[Historia de la filosofía]]></kwd>
<kwd lng="es"><![CDATA[Práctica educativa]]></kwd>
<kwd lng="es"><![CDATA[Investigación en educación]]></kwd>
<kwd lng="es"><![CDATA[Corrientes intelectuales]]></kwd>
<kwd lng="en"><![CDATA[Critical thinking]]></kwd>
<kwd lng="en"><![CDATA[History of philosophy]]></kwd>
<kwd lng="en"><![CDATA[Educational practice]]></kwd>
<kwd lng="en"><![CDATA[Educational research]]></kwd>
<kwd lng="en"><![CDATA[Intellectual traditions]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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