Desarrollo de pensamiento crítico en el aula de clase, alternativa para una transformación social

Abstract

he development of critical thinking in the classroom has become an important topic of discussion for pedagogy, the present research work is carried out as a degree work of the master's degree in pedagogy at the Santo Tomás de Tunja University, it is developed in the institution Our Lady of Antigua de Nuevo Colón Boyacá educational program and seeks to strengthen critical thinking through pedagogical strategies that lead to generating social changes according to the problems that arise in the context of the institution. Given the social nature of the research, it is determined by a qualitative approach and action research as an investigative method for the collection, analysis and reflection of the information obtained. In this reflective analysis, the pedagogical practice of the teacher is analyzed, evidencing the importance of recognizing the context and needs of the student to design participatory spaces that strengthen critical competencies that impact a social transformation by implementing the principles of critical pedagogy and popular education. In reflecting on the impact of the different pedagogical strategies designed, the development of critical skills in the group of students is evidenced, competences in students such as dialogue, active participation, posing and solving problems, fostering autonomy, are strengthened. political formation and construction of citizenship according to the theoretical position that guides the research