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Abstract
In this article, a literature review is conducted to explore the possibilities of how the sociocritical paradigm (Frankfurt School, Latin American thinkers) can favor the epistemic thinking (Latin American thinkers) of doctoral-level researchers, where they begin to question reality from an epistemic standpoint. Epistemic thinking involves sensing, questioning, and acting upon the (plural, complex, dynamic, polysemic) reality in order to explain, understand, transform, or problematize it. This way of thinking allows the researcher to consciously choose the direction of their research. In fact, doctoral-level researchers embark on their work with an epistemic mindset, which is strengthened through theoretical thinking, and they continuously ask questions about reality in propositional terms to formulate theses as expressions of epistemic thinking, where knowledge is characterized as original, innovative, and transformative. By employing a qualitative documentary approach and a bibliographic design using content review techniques and theoretical-reflexive analysis of literature related to the topic, the synergies between epistemic thinking and the sociocritical paradigm were analyzed, highlighting their capacity to challenge established forms of knowledge, promote the inclusion of marginalized voices, and construct a broader and more equitable framework. Through this analysis, the opportunities and benefits of adopting the sociocritical paradigm in the epistemic thinking of researchers are revealed, offering new perspectives and pathways for the generation of liberating, transformative, and contextually situated knowledge, as well as intellectual development, within socially constructed realities.
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