En el proyecto “Desarrollo del pensamiento crítico en alumnos ingresantes a la UBA. Estudio de la trayectoria educativa: promoción y desgranamiento”, UBACyT (P012), nos propusimos explorar, los modos de apropiación de artefactos mediadores desarrollados por los alumnos, que posibilitan la internalización de los conocimientos y la activación de estrategias cognitivas y metacognitivas. La población corresponde a la totalidad de los ingresantes al CBC de la UBA, que cursaron la asignatura Psicología. La muestra es intencional, compuesta por ocho cursos. Los Instrumentos utilizados son: cuestionario sociodemográfico y educativo, test de pensamiento crítico, entrevista semiestructurada y prueba de lectura crítica. En este trabajo presentamos la caracterización del perfil socio demográfico y educativo, obtenido en 427 cuestionarios, sobre los que realizamos un análisis comparativo entre los no remanentes y remanentes. No hemos encontramos diferencias marcadas entre remanentes y no remanentes; pero señalamos cuestiones advertidas: una relación entre la dificultad en la aprobación de las materias del secundario y la acreditación del nivel universitario en los remanentes, con respecto a no remanentes, y una relación entre el nivel educativo mas alto alcanzado por las madres de los no remanentes, con respecto al nivel mas bajo alcanzado por las de los remanentes. Palabras clave Ingresantes Pensamiento crítico ABSTRACT COMPARATIVE ANALYSIS OF SOCIO DEMOGRAPHIC AND EDUCATIONAL PROFILE IN CRITICAL THINKING STUDY In the investigation project “Development of critical thinking in students enrolled at the UBA. Educational Career Study: promotion and recoursing students, UBACyT (P012), we intended to explore different ways of appropriation of mediators’ artefacts, developed by students, which allow the internalization of knowledge and the activation of cognitive and metacognitive strategies. Population corresponds to all the entrants to the CBC at the UBA, which studied the subject Psychology. The sample was intentional, consisting of eight classes. The following were the instruments used: educational and sociodemographical questionnaire, test of critical thinking, semistructured interview and test of critical reading. In this investigation, we characterized the socio demographic and educational profile, obtained from 427 questionnaires, on which we performed a comparative analysis between the promoted and recoursing students. We did not find significant differences between promoted and recoursing students, but we outlined some issues: there is a relation between the difficulty to promote the high school’s subjects and the accreditation of university level in the promoted students, compared to the recoursing students, and there is also a relation between the highest level of education reached by mothers of recoursing students in comparison to the lowest level reached by mothers of promoted students. Key words critical thinking- educational profile