THINKING ROUTINES AS A PEDAGOGICAL STRATEGY FOR HUMAN RIGHTS INSTRUCTION IN ENGINEERING DEGREE PROGRAMS

Abstract

The objective of this article is to systematize and analyze the implementation of Thinking Routines as a pedagogical strategy for human rights education in the Professional Training Workshop curriculum. This workshop is offered in engineering majors that are part of the academic programs of the Faculty of Engineering at the National University of Jujuy. Thinking Routines are defined as simple patterns of reasoning that are used to help students discover and explore how their minds work. At the same time, they learn to manage and use them to generate ideas and opinions, sharing them with others. As a teaching strategy, Routines are useful for students to develop effective thinking, deepen their understanding of concepts, and move away from rote learning. In other words, they help students apply the knowledge they have acquired to make decisions and solve problems that may arise in their daily routine, both within and beyond the classroom. It is concluded that the implementation of Thinking Routines facilitates the development of visible critical thinking, discussion of controversial topics (such as gender inequality in the workplace), and the creation of a professional graduate profile with a human and social perspective.