Análisis de los recursos didácticos para el fomento del desarrollo del pensamiento crítico en los estudiantes de grado décimo de la institución educativa Antonio Baraya del municipio de Baraya – Huila

Abstract

This research project seeks to fulfill the specific objectives proposed, establishing a research from the qualitative approach, a hermeneutical perspective for the understanding and interpretation of the subject and structured from an educational ethnography. The first of them is inclined to identify the didactic resources used by the teacher in the philosophy class, where an imminent reality of the students is recognized in the face of their conceptions about the subject, the absence of prioritizing discipline and establish its fundamental role within the classroom and identify which are the resources and strategies that the teacher uses in relation to the area for the fulfillment of the academic objective. Also, it is presented as a second objective, to determine the learning strategies and the difficulties that the students present in the philosophy class, there it is recognized that the dialogue-debate, the construction of knowledge and the questions are fundamental aspects of the student to address this knowledge science and, consequently, determine what, the absence of a methodological structure in the institution is a failure to address the philosophy class vis-à-vis the students.

Finally, analyze the contribution of some didactic strategies to strengthen the development of critical thinking, pointing out resources such as games, audiovisual installations, reading images and reading the context, analyzing the importance of establishing them within the classroom, pointing out the value that different mechanisms or strategies possess to strengthen the development of critical thinking in students.