<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2301-0126</journal-id>
<journal-title><![CDATA[InterCambios. Dilemas y transiciones de la Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[InterCambios]]></abbrev-journal-title>
<issn>2301-0126</issn>
<publisher>
<publisher-name><![CDATA[Universidad de la República. Comisión Sectorial de Enseñanza.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2301-01262022000100002</article-id>
<article-id pub-id-type="doi">10.29156/inter.9.1.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Obstáculos al conocimiento y pensamiento crítico en educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Obstacles to knowledge and critical thinking in education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Obstáculos ao conhecimento e ao pensamento crítico na educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Mora.]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Departamento de Políticas Públicas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>2</fpage>
<lpage>12</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2301-01262022000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2301-01262022000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2301-01262022000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo se dirige a problematizar diversos obstáculos que dificultan o imposibilitan el conocimiento de la realidad objetiva por un sujeto cognoscente. A partir de reconocer la imposibilidad de la verdad absoluta, se hace evidente la fragilidad de nuestro pensamiento, siempre lleno de incertidumbres y limitaciones, por lo que nos interesa conocer los obstáculos que surgen en el proceso de conocimiento. Para identificarlos y analizarlos se utilizó el concepto de obstáculo epistemológico que Gaston Bachelard desarrolló para hablar del espíritu científico, adaptándolo a la educación a través del concepto de obstáculo al conocimiento. Los obstáculos al conocimiento se presentan como retos a ser superados para acercarnos cada vez más a la verdad objetiva, sabiendo que será siempre inalcanzable. Para lograrlo, es necesario identificar dichos obstáculos y someterlos a la crítica, tarea que nuestros estudiantes deben aprender y desarrollar, lo que implica importantes desafíos para el pensamiento crítico en educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is aimed at problematizing various obstacles that hinder or make it impossible for a cognizing subject to know the objective reality. Recognizing the impossibility of absolute truth, the fragility of our thinking becomes evident, always full of uncertainties and limitations, so we are interested in knowing the obstacles that arise in the process of knowledge. To identify and analyze them, we used the concept of epistemological obstacle that Gaston Bachelard developed to talk about the scientific spirit, adapting it to education through the concept of obstacle to knowledge. Obstacles to knowledge are presented as challenges to be overcome in order to get closer and closer to the objective truth, knowing that it will always be unattainable. To achieve this, it is necessary to identify such obstacles and submit them to criticism, a task that our students must learn and develop, which implies important challenges for critical thinking in education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo visa a problematizar vários obstáculos que dificultam ou impossibilitam que um sujeito conhecedor conheça a realidade objetiva. Reconhecendo a impossibilidade da verdade absoluta, a fragilidade de nosso pensamento torna-se evidente, sempre cheio de incertezas e limitações, por isso estamos interessados em conhecer os obstáculos que surgem no processo de conhecimento. Para identificá-los e analisá-los, utilizamos o conceito de obstáculo epistemológico que Gaston Bachelard desenvolveu para falar do espírito científico, adaptando-o à educação através do conceito de obstáculo ao conhecimento. Os obstáculos ao conhecimento são apresentados como desafios a serem superados para se aproximar cada vez mais à verdade objetiva, sabendo que ela será sempre inatingível. Para conseguir isso, é necessário identificar tais obstáculos e submetê-los a críticas, tarefa que nossos alunos devem aprender e desenvolver, o que implica em importantes desafios para o pensamento crítico na educação.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[obstáculo epistemológico]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[movilización del conocimiento]]></kwd>
<kwd lng="en"><![CDATA[Critical thinking]]></kwd>
<kwd lng="en"><![CDATA[epistemological obstacle]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[knowledge mobilization]]></kwd>
<kwd lng="pt"><![CDATA[pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[obstáculo epistemológico]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[mobilização do conhecimento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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