La comunicación efectiva en el áula: limitaciones en la generación de pensamiento crítico

The principle of effective communication is usually restricted to the efficiency of transmission of denotative messages, leaving out the fact that communication connotes psychological processes of integration and disintegration of the subject in the social fabric, linking its being, and this being the basis of critical thinking. This text tries to denounce an epistemological void in these pedagogical definitions. To do so, the procedure of a research with a quantitative, correlational approach, non-experimental, transversal field design, with a sample of 80 learners from the University of Guayaquil is analyzed. The results suggest that it is not possible to identify the transmission of clear and structured messages, even in the statistical area, that allow motivating and building criticality in the learner, if effective communication is restricted to the transmission of denotative messages of the same discipline, even if they are of syntactical and semantic quality. In other words, the improvement of effective denotative communication does not seem to reach the development of critical thinking by itself. It is recommended to understand effective communication as a process of building individual freedom and social responsibility, based on the condition of being, in order to develop critical thinking in the educational context.