III International Seminar on Critical Thinking
11th to 13th October 2017




   Prof. Mario Carretero. Autónoma University of Madrid (Spain)


   Prof. Carlos Lomas. High School nº 1 of Secuandary Education at Gijón (Spain)

Is doctor in Spanish Philology. He is a Professor of Spanish Language and Literature in the High School nº 1 of Secondary Education at Gijón, and Associated Professor in the Department of Didáctica de la Lengua y de la Literatura in the Faculty of Teacher’s Education (University of Oviedo) from January 2015. He has been Advisor of continuing teacher training in the Center of Teachers and Education Resources in Gijón (Spain) from 1989 to 2010. He was the publisher director of the journal SIGNOS (1990-1997) and he is co-director of the journals Textos de Didáctica de la Lengua y de la Literatura and ARTICLES de Didàctica de la Llengua i de la Literatura. As a teacher advisor he has been taking part in diverse Conferences, Courses, and Meetings in Spain, Portugal, Andorra, Brasil, México, Guatemala, Venezuela, Puerto Rico, Chile, República Dominicana and Colombia. His essays and researches address to i) the theories and practices of language and literature education in secondary teaching, ii) the languages of mass media messages (especially advertising) and their effects on our societies, iii) the links between language uses, sexual diversity and the cultural transmission of genders in the school, and iv) the literary memory of school. He has published diverse articles and books, among which we can highlight, El espectáculo del deseo. Usos y formas de la persuasión publicitaria (Octaedro, 1996), Cómo enseñar a hacer cosas con las palabras. Teoría y práctica de la educación lingüística (Paidós, 1999, dos volúmenes), Ciencias del lenguaje, competencia comunicativa y enseñanza de la lengua (Paidós, 1993), in collaboration with Andrés Osoro y Amparo Tusón, Érase una vez la escuela -Los ecos de la escuela en las voces de la literatura- (Graó, 2007), ¿El otoño del patriarcado? Luces y sombras de la igualdad entre mujeres y hombres (Península, 2008) and Enseñanza del lenguaje, emancipación comunicativa y educación crítica, in collaboration with Amparo Tusón (Edere, 2009). He has edited (collaborating also as the author of some chapters) several collective books such as El enfoque comunicativo de la enseñanza de la lengua (Paidós, 1993), La enseñanza de la lengua y el aprendizaje de la comunicación (Trea, 1994), La educación lingüística y literaria en la enseñanza secundaria (Horsori, 1996), ¿Iguales o diferentes? Género, diferencia sexual, lenguaje y educación (Paidós, 1999), Mujer y Educación (Graó, 2002), La vida en las aulas. Memoria de la escuela en la literatura (Paidós, 2002), ¿Todos los hombres son iguales? (Paidós, 2003), Los chicos también lloran (Paidós,1999), El aprendizaje de la comunicación en las aulas (Paidós, 2002), Había una vez la escuela. Los años del colegio en la literatura (Paidós México, 2005), in collaboration with Ysabel Gracida, Textos literarios y contextos escolares (Graó, 2008), Lecciones contra el olvido. Memoria de la educación y educación de la memoria (Octaedro, 2011), La educación lingüística, entre la realidad y el deseo (Octaedro, 2014) and Fundamentos para una enseñanza comunicativa del lenguaje (Graó, 2015).


   Prof. Rigoberto Martínez. Latin American institute of critical Pedagogy (Mexico)

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-booksEducation, 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.

Current research:  Investigates the phenomena that take shape the boundaries of psychoanalysis, philosophy of science and critical pedagogy.


   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.


   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".


   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.


   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.


   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.

III International Seminar on Critical Thinking
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