Resumen

GARCES-LOPEZ, Viviana  y  HERNANDEZ-HERNANDEZ, Darwin Yesid. Pedagogical Guidelines for Developing Critical Thinking Through Vernacular Literacy. Episteme Koinonía [online]. 2026, vol.9, n.17, pp.529-543.  Epub 30-Jun-2026. ISSN 2665-0282.  https://doi.org/10.35381/e.k.v9i17.5091.

The overall objective was to analyze the pedagogical guidelines for developing critical thinking through vernacular literacy. The research adopted a qualitative approach based on the interpretive paradigm, which prioritizes understanding educational phenomena from the perspectives of the participants themselves and acknowledges the subjective nature of experiences in rural settings. Reality became dynamic through the relationship between the subject, the object, and the environment. The phenomena were interpreted in terms expressed subjectively, shared, and flexibly by the key informants. To delve deeper into the students’ perspectives, six individual semi-structured interviews were conducted with technical high school students at the Lucas Caballero Integrated School. In conclusion, the development of critical thinking does not depend on the adoption of abstract curricula, but rather on the institutional legitimization of their vernacular literacies; this implies integrating their knowledge.

Palabras clave : Critical thinking; educational innovation.; education.

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