https://hdl.handle.net/20.500.12766/1 Thu, 23 Apr 2026 15:21:55 GMT 2026-04-23T15:21:55Z https://hdl.handle.net/20.500.12766/863 Estudio sobre el pensamiento crítico en el profesorado de Educación Primaria de España e Hispanoamérica en su contexto educativo Martínez-Algora Díaz-Regañón, Cirpiano Esta tesis doctoral aborda el pensamiento crítico en educación primaria desde una doble perspectiva: (a) la delimitación histórico-conceptual del concepto y su abordaje educativo, y (b) la exploración empírica de cómo el profesorado percibe su promoción en el contexto escolar. El estudio se centra en el profesorado de educación primaria de España y de varios países de Hispanoamérica (Perú, Ecuador, El Salvador, Guatemala, Argentina, Chile y Nicaragua), partiendo del reconocimiento del pensamiento crítico como competencia relevante para el desarrollo del alumnado, pero atendiendo a las dificultades que el propio profesorado identifica para trasladarlo a la práctica educativa. El componente teórico-documental desarrolla un recorrido histórico y conceptual del pensamiento crítico —desde sus raíces filosóficas hasta enfoques psicológicos y educativos contemporáneos— y analiza once programas orientados a su desarrollo. Este marco se refuerza mediante una revisión sistemática de la literatura académica publicada entre 2009 y 2024, con el objetivo de sintetizar la evidencia disponible, cuantificar la producción científica y detectar vacíos relevantes en la investigación sobre pensamiento crítico y formación docente. El componente empírico adopta un enfoque cuantitativo descriptivo de corte transversal. Se aplicó un cuestionario de autoinforme con escala de valoración de 5 puntos a una muestra no probabilística por conveniencia de 272 docentes, organizado en cinco ámbitos (General, Profesorado, Alumnado, Plan de estudios y Factores externos). La evidencia de validez aportada se circunscribe a validez de contenido (juicio experto) y revisión de comprensión, y los resultados se interpretan como tendencias de percepción por ámbitos —no como medición psicométrica estandarizada del constructo “pensamiento crítico” (habilidades/disposiciones). Se realizan análisis descriptivos y comparativos internos (por sexo, procedencia y nivel de estudios), así como asociaciones (edad y relaciones entre ámbitos), con interpretación limitada al alcance del diseño y de la muestra. En conjunto, los resultados muestran una valoración elevada de la relevancia del pensamiento crítico, junto con la persistencia de barreras percibidas para su implementación en el aula (especialmente formativas y organizativas). Desde este encuadre, la tesis subraya la conveniencia de fortalecer la formación inicial y continua del profesorado y de favorecer condiciones escolares que apoyen, de manera realista y sostenible, la promoción del pensamiento crítico en educación primaria, evitando extrapolaciones no sustentadas por el tipo de muestreo y por el carácter perceptivo del instrumento.; This doctoral dissertation examines critical thinking in primary education from a dual perspective: (a) the historical and conceptual delimitation of the construct and its educational treatment, and (b) an empirical exploration of how primary-school teachers perceive its promotion within school contexts. The study focuses on primary education teachers in Spain and several Latin American countries (Peru, Ecuador, El Salvador, Guatemala, Argentina, Chile, and Nicaragua), acknowledging critical thinking as a relevant competence for pupils’ development while attending to the difficulties teachers themselves report when attempting to translate it into classroom practice. The theoretical–documentary component offers a historical and conceptual account of critical thinking—from its philosophical roots to contemporary psychological and educational approaches—and analyses eleven programs designed to foster it among teachers. This framework is strengthened through a systematic review of the academic literature published between 2009 and 2024, aimed at synthesizing available evidence, quantifying scholarly output, and identifying meaningful gaps in research on critical thinking and teacher education. The empirical component adopts a cross-sectional, quantitative descriptive approach. A 5-point rating-scale self-report questionnaire was administered to a non-probabilistic convenience sample of 272 teachers, structured into five thematic domains (General, Teachers, Students, Curriculum, and External factors). The validity evidence provided is limited to content validity (expert judgement) and checks of comprehensibility, and results are interpreted as trends in perceived practices and conditions across domains, rather than as a standardized psychometric measurement of the critical thinking construct (skills/dispositions). Descriptive analyses and within-sample comparisons (by sex, geographical origin, and educational level) are reported, together with associations (age and inter-domain relationships), with interpretation constrained by the study design and sampling strategy. Overall, findings indicate a high valuation of critical thinking, alongside the persistence of perceived barriers to its implementation in the classroom—particularly those related to teacher preparation and organizational conditions. Within this framing, the dissertation underscores the value of strengthening initial and continuing teacher education and promoting school conditions that realistically and sustainably support the development of critical thinking in primary education, while avoiding extrapolations not warranted by the sampling approach and the perceptual nature of the instrument. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/20.500.12766/863 2026-01-01T00:00:00Z https://hdl.handle.net/20.500.12766/862 Deposit or loan? (A Law-and-Economics Critique of Fractional-Reserve Banking, Fiduciary Media, and Systemic Risk) Martínez Meseguer, César This article advances a law-and-economics critique of fractional-reserve banking, focusing on the legal taxonomy of bank contracts and the risk externalities of maturity transformation. We argue that the conflation of custody-like deposits with mutuum loans blurs property-rights boundaries and weakens liability discipline. Drawing on Austrian monetary theory, we link fiduciary media and demandable debt to pro-cyclical liquidity, run dynamics and the amplification of systemic risk. We reassess the real-bills doctrine and “demand loans,” showing why they do not neutralise run risk in practice and may obscure solvency–liquidity interactions. We then outline institutional reforms – 100%-reserve custodial deposits and a strict functional separation between custody and intermediation – together with market-based loss allocation. The article concludes with regulatory implications for lender-of-last-resort, deposit insurance, and capital/liquidity regimes consistent with risk reduction and legal coherence. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/20.500.12766/862 2026-01-01T00:00:00Z https://hdl.handle.net/20.500.12766/861 Centros deportivos, redes sociales y culto al cuerpo. Análisis de las percepciones éticas de los community manager Díaz Campo, Jesús; Feijoó Fernández, Beatriz En una sociedad en la que el aspecto físico y la imagen preocupan cada vez más y, al mismo tiempo, las redes sociales ocupan cada vez más tiempo en nuestras vidas, surge el fenómeno del culto al cuerpo, que se caracteriza por la búsqueda de la perfección corporal y genera, entre otras cosas, un aumento de la actividad física. Por ello, la estrategia que desarrollan en las redes sociales los centros deportivos y, en concreto, los aspectos éticos que entran en juego son especialmente relevantes. Esta investigación pretende ahondar en estas cuestiones a través de la realización de entrevistas en profundidad a los community manager (CM) de una muestra de centros deportivos. Los resultados muestran que diferencian claramente entre información y publicidad, que apenas recurren a promocionar marcas externas y que su objetivo principal es fidelizar, antes que generar ingresos directos. Asimismo, los CM de los centros deportivos españoles cuentan con un conocimiento y concienciación de las normas éticas y legales bastante alto y se preocupan sobre todo por los contenidos vetados, la advertencia de contenidos publicitarios o la protección de datos y la propia imagen, lo que supone una evolución positiva respecto a trabajos previos similares. Se concluye que es necesario establecer mecanismos y procesos que garanticen la transparencia en la publicidad de este tipo de contenidos.; In a society in which physical appearance and image are of increasing concern and, at the same time, social networks take up more and more time in our lives, the phenomenon of the cult of the body arises, which is characterized by the search for bodily perfection and generates, among other things, an increase in physical activity. For this reason, the strategy developed by sports centers on social networks and, specifically, the ethical aspects that come into play are especially relevant. This research aims to delve into these issues by conducting in-depth interviews with community managers (CMs) from a sample of sports centers. The results show that they clearly differentiate between information and advertising, that they hardly resort to promoting external brands, and that their main goal is to build loyalty rather than generate direct income. Likewise, the CMs of Spanish sports centers have a fairly high knowledge and awareness of ethical and legal standards and are mainly concerned with banned content, the warning of advertising content or data protection and their own image, which is a positive evolution compared to previous similar work. It is concluded that it is necessary to establish mechanisms and processes that guarantee transparency in the advertising of this type of content. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/20.500.12766/861 2026-01-01T00:00:00Z https://hdl.handle.net/20.500.12766/860 The quality of life of competitive and recreational Spanish surfers and para surfers González Noriega, Mar; Cancela Vallespín, Ana; García-Naveira Vaamonde, Alejo; Ruiz-Barquín, Roberto Background: Physical exercise is known to enhance both physical and mental health. Surfing, an emerging water sport practiced in “blue space”, offers unique well-being benefits, including for individuals with disabilities through Para-Surfing. Methods: This study analyzed the Quality of Life (QoL) among 146 Spanish participants (126 Surfers and 20 ParaSurfers), comparing competitive and recreational modalities, reasons for engagement, and the relationship between sociodemographic factors, surf practice, and QoL. Results: Overall, participants reported high scores QoL. Despite the absence of discernible global disparities in Global QoL attributable to practice or surfing modality, Para-Surfers exhibited comparatively diminished QoL in the Physical Health and Level of Independence (PHLI) domain relative to Surfers. The predominant reasons for engaging in surfing activities among the study participants encompassed the enhancement of both mental and physical well-being, augmented personal autonomy, and the fulfillment derived from personal challenges. However, competitive Surfers and Para-Surfers were more likely to highlight performance and recognition as key motivators. Notably, recreational surfers who valued social connections reported higher QoL, unlike competitive surfers who placed less importance on these relationships. For Para-Surfers, equipment adaptation was significantly associated with better overall QoL, as well as improvements in psychological health and spirituality (PHS). Conclusion: The findings underscore the importance of aligning individual motivations with the type of surf practice to maximize QoL benefits. For Para-Surfers, access to safe, enjoyable, and adapted equipment is essential. Promoting surfing as a health-enhancing activity should consider both personal goals and structural support to optimize QoL outcomes. Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/20.500.12766/860 2026-01-01T00:00:00Z