THE ROLE OF TEACHERS IN DEVELOPING CRITICAL THINKING THROUGH CULTURAL ACTIVITIES IN PRIMARY EDUCATION

<doi>10.24250/jpe/2/2025/DRC/VC/</doi>

Abstract

In a world characterized by cultural diversity and
unprecedented information abundance, the development of
critical thinking among primary school students becomes a
fundamental educational priority. This study investigates
the role of teachers in stimulating critical thinking through
cultural activities, considered privileged contexts for the
formation of analysis, reflection and interpretation skills.
The research, of mixed type, was carried out on a sample
of 60 primary school teachers, coming from urban and
rural schools. A questionnaire and semi-structured
interviews were used to identify pedagogical perceptions
and practices regarding the integration of the cultural
dimension in the teaching process. The results highlight
that cultural activities – such as storytelling workshops,
thematic visits, educational theatre and intercultural
projects – are an ideal framework for developing critical
thinking, cultural empathy and reflective thinking. The
participating teachers emphasized the importance of
interdisciplinary approaches and experiential learning to
stimulate autonomous and creative thinking. The study
contributes to the understanding of how the cultural
dimension can become a strategic tool in the formation of
the essential cognitive and social competences of the
contemporary child.