Speakers
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Prof. Mario Carretero. Autónoma University of Madrid (Spain)
Prof. Carlos Lomas. High School nº 1 of Secuandary Education at Gijón (Spain)
Prof. Rigoberto Martínez. Latin American institute of critical Pedagogy
Academic training
PhD in education, University of Tijuana, 2005. Master´s degree in education, Research and Teaching Center. 1995. Specialist degree in Semiotics and Psychoanalysis, 2002. Philosophy degree, Universidad Autónoma de Chihuahua in 1997. Primary education degree, Centro de Actualización del Magisterio.
Work experience: It is part of the National System of Researchers level I of the National Council of Science and Technology (CONACyT), also is a member of the Mexican Educational Research Council (COMIE), the Mexican Network of Educational Research Researchers (REDMIIE) and Chihuahua educational researchers (REDIECH). Currently Latin American institute of critical pedagogy General Manager.
Publications-books: Education, power and resistance, a critical look at school life, 2005. The state of knowledge of educational research, its epistemology and methods, Mexico, 2010. Critical theory of educational research. Political imaginary of a controversial definition, 2011. Diagnostic of educational research in chihuahua, 2012. Marx and the subsection problem of the alienation, 2013.
Profª. Patricia Morales. Pontificia University Catolica of Perú (Peru)
Is Principal Professor at Department of Science of Pontificia Universidad Católica
del Perú (PUCP). She is Director of the Chemistry Master Degree Program and
member of the research group “Pensamiento Crítico y Pensamiento Positivo” at University
of Salamanca, Spain. Patricia received her Ph.D. degree in Sciences of
Education in 2008 from Pontificia Universidad Católica de Chile (Chile). She
received her Bachelor of Science degree in Chemistry (1983) and her Master’
degree in Chemistry (1992) from PUCP. During
the last 15 years Patricia’s research interest includes pedagogic innovation in
higher education and development of cognitive skills and higher-order thinking
skills. In this line she has worked on the validation of instruments to
evaluate critical thinking and the development of strategies for the
development and evaluation of these skills in university students.
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Profª. Guadalupe Moreno. University of Guadalajara (Mexico)
Ph.D. She began her professional training in normal schools, where she obtained the title of primary education teacher and mathematics teacher for secondary education. Later, she obtained a master´s degree in education and a doctorate in education as well. She was a trainer at the Center for Pedagogical and Social Research from its foundation until 2004. She is a full-time C researcher at the University of Guadalajara, Mexico, where she has held the position of Coordinator of the Doctorate in Education and Head of the Department of Education Studies. She was the Coordinator of teacher’s training and Update programmes in the Secretary of Education in Jalisco, General Director of Postgraduate and Educational Research in the same Secretary, collaborator of various work teams in the Secretary of Public Education and Academic Vice Chancellor of the University La Salle Guadalajara. She is a member of the National System of Researchers at Level II and the Mexican Council of Educational Research. Her lines of research are training for research, teacher training and teaching mathematics. Among his published works are over 100 articles in educational journals, as well as 21 books and 24 book chapters, most of them related to research training and postgraduate education. She has received several awards such as "Women in Education" and "Academic and Scientific Excellence in the Field of Educational Sciences".
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Prof. Carlos Saiz. University of Salamanca (Spain)
Holds a PhD in Psychology and has been teaching and researching critical thinking for two decades. He has published numerous articles in international journals and taught courses and conferences in different countries. For the past few years, he has been coordinating the Recognized Research Group (GIR) Critical thinking and Positive Psychology, at the University of Salamanca. The group´s priorities are instruction and evaluation of critical thinking. As a result of the effort of this group, a program of critical thinking, ARDESOS-DIAPROVE, has been developed and has been tested and published. Within the group, a critical thinking test, PENCRISAL, has also been created. This evaluation tool has been validated psychometrically in our language, both in Spain and in Peru. The test has been adapted linguistically to other Ibero-American countries, and a Portuguese version has been created. On the group´s website (www.pensamiento-critico.com), you can find resources of different types, courses, and updated information on critical thinking, in addition to the publications and activities of the group.
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Prof. Óscar Tamayo. University of Caldas (Colombia)
MA in Biology and Chemistry, Caldas University. Master in Social and Educational Development, CINDE-UPN. Master in Didactics of Natural Sciences and Mathematics, Autonomous University of Barcelona. PhD in Math and Science Education, Autonomous University of Barcelona. Postdoctoral in Narrative and Science, Santo Tomas University-Córdoba University. The main fields of research in which he works are: Formation and evolution of scientific concepts, models and modeling in science teaching, teaching & learning processes, language & argumentation in science teaching. Professor of doctoral programs in: Social Sciences, Childhood and Youth, CINDE-University of Manizales; Education, University of Caldas; Design and Creation, University of Caldas; Cognitive Sciences, Autonoma University of Manizales.
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Profª. Amparo Tusón. Autonoma University of Barcelona (Spain)
Doctor in
Linguistic and Cultural Anthropology (University of California, Berkeley) and
in Philology (University of Barcelona), she is a Professor at the Autonomous
University of Barcelona. She teaches in both the Faculty of Education Science
and the Faculty of Arts. She began her research career by analyzing language
contact phenomena (Catalan-Spanish) and their effects on classroom life (this
was the topic of her doctoral thesis, carried out under Dr. J. J. Gumperz and
presented in 1985). She is a specialist in pragmatics and discourse analysis. She
has devoted herself to pre-service and continuing teacher training and to the
study of the processes of learning Spanish as a first, second and foreign
language from the discourse perspective. Specifically, she has analyzed the
phenomena related to the development of oral discursive competencies in the
classroom from an ethnographic perspective. She is a member of the GREIP (Research Center for Plurilingual Teaching and Interaction), founded
by herself and Professor Luci Nussbaum, and currently headed
by Dr. Melinda Dooly. The GREIP has many years of experience in carrying out
studies into language education, plurilingualism, teacher education,
intercultural studies, technology and other areas related to language
acquisition. She has published
diverse articles and books, among which we can highlight Anàlisi de la conversa, Ciencias
del lenguaje, competencia comunicativa y enseñanza de la lengua
(co-authors: C. Lomas and A. Osoro), Las
cosas del decir: Manual de Análisis del discurso (in collaboration with
Helena Calsamiglia) and Enseñanza del lenguaje,
emancipación comunicativa y educación crítica. El aprendizaje de competencias
comunicativas en el aula (in collaboration with Carlos Lomas). She also has been co-director of the journal Textos de Didáctica de la Lengua y de la
Literatura. Nowadays, she is a member of its Consulting Board.
Prof. Ángel Vázquez. University of Balearic Islands (Spain)
Experience in teaching science and critical thinking.
Leader of the Iberoamerican Project of Evaluation of Attitudes Related to
Science Technology and Society (PIEARCTS) 2007 - 2010, whose content is related
to the topics of philosophy, history, and sociology of science, and related to
the development of critical thinking in the scientific education of all
educational levels.
Principal researcher during 2010-2013 of an international project focused on the teaching and learning of the subjects of nature of science and technology, based on developing processes of reflection and critical thinking in students, to achieve learning. Since 2016 he has been working in the international Ibero-American research team with the project entitled "Education of scientific, technological and critical thinking competences through the teaching of science and technology". In turn, it develops specific teaching activities for thought criticism, critical thinking evaluation tools and teacher training in teaching teaching sequences, which include teaching critical thinking along with the teaching of science and technology subjects that require critical thinking for a correct learning of the nature of science and technology.
