Autodesarrollo del pensamiento crítico y la práctica reflexiva en docentes de educación primaria con vivencias de riesgo sanitario

Abstract

The contamination of drinking water with different chemicals and heavy metals, released from different anthropogenic sources, has become a global concern. Contamination of drinking water is a relatively new but steadily increasing problem as a result of population growth, urbanization and industrialization unprecedented since the 1990s, with significant implications for both the environment and human health. Contaminated drinking water and poor sanitation are linked to the transmission of diseases such as cholera, diarrhoea, dysentery and polio. Much research has been done around water and human rights. However, international campaigns for access to drinking water and the campaign against privatization could increase the political priority towards water and force governments and the State to ensure basic water needs. That is why the application of the Health Risk Index is a key element in the detection and definition of priority areas, seeking to evaluate and characterize a resident population based on the health risk exposed. Although the State is responsible for ensuring vulnerability to risks associated with all services, including water, education must start from the youngest, and it is there, where teachers and professors must encourage critical thinking so that the educated can be multiplying entities. In this article, the definitions of critical thinking and reflective practice are analyzed under the collection of information related to the experiences of health risk in the Republic of Peru, going through the basic education teacher to the students, making an analysis of the behavior of this phenomenon in the educational system and finally evaluating critically the national curricular design.