Resumo

ALPIZAR CABALLERO, Lourdes Bárbara. Scientific criticism and the pedagogical act in editorial and peer review. Rev Cub Med Mil [online]. 2022, vol.51, n.3  Epub 01-Set-2022. ISSN 1561-3046.

The cycle of scientific research closes with publication. In this process, the opposition that the editors and peer reviewers carry out in search of the quality of the publication is important as a final critical evaluation. This process leads, in any modality one or several stages of necessary exchanges between the researcher and the reviewers, in which the manuscript is discussed and analyzed to fulfill the constructive purpose of improving it and also who produces it. In this process, scientific criticism is exerted, almost always blindly, and elements of the pedagogical act are unintentionally developed. In this work, the need to include the pedagogical act to the scientific criticism of the reviewers for the improvement of the final result is based, since it offers opportunities for exchanges that do not occur in the blind modality; pays tribute to the improvement of the publications and the actors that participate in it; allows the process to develop in a respectful, diaphanous, didactic manner, in search of quality. The open science paradigm makes possible from open review, transparency, visibility, collaborations and offers opportunities for the pedagogical act that are not found in the blind modality, the most frequent today. Appropriating the principles of the pedagogical act in the scientific criticism of peer review and editorial, allows to improve the quality of the process itself, particularly in the open science paradigm.

Palavras-chave : scientific criticism; pedagogical act; peer review.

        · resumo em Espanhol     · texto em Espanhol     · Espanhol ( pdf )