La Didáctica Crítica Como Estrategia para el Fortalecimiento del Pensamiento Crítico en el Contexto Educativo Rural del Municipio de Confines, Santander

This research examines how critical didactics can become a transformative strategy to strengthen critical thinking among rural primary school students in the municipality of Confines, Santander. The study emerges from the need to revisit traditional practices that remain centered on transmission and memorization, and it proposes an action research–based intervention that integrates disciplinary content, local contexts, and reflective processes. Grounded in an interpretive paradigm and a qualitative approach, the study employed interviews, focus groups, classroom observations, and institutional document analysis. The findings reveal tensions between curricular discourse that praises critical thinking and classroom practices that offer limited opportunities for its development; however, they also show meaningful progress when a critically oriented didactic sequence designed from and for the local territory is implemented. The conclusions highlight the need for sustained teacher support, institutional coherence, and contextualized strategies that allow critical learning processes to take root in rural schools.