Estrategias didácticas para potenciar el pensamiento crítico desde la comprensión lectora

Abstract

Critical thinking is a capacity that has formed research in different sociocultural fields in different countries, and as a fundamental competence it must be present in all personal and professional training processes. The rise of critical thinking in education and other settings has been intended to empower more autonomous, creative and critical people, as a form of intentional reflection to think and act effectively. The general objective of this research is to implement didactic strategies that enhance critical thinking from the strengthening of reading comprehension, in tenth grade students of Colegio San Viator - Tunja. A qualitative research method is used with an exploratory - descriptive design according to Hernández Sampieri, Fernández Collado, & Baptista Lucio (2014), who indicate that “Exploratory studies serve to prepare the ground and, usually, precede research with descriptive scopes, correlational or explanatory", so, from the descriptive part they indicate that "to measure and collect information independently or jointly on the concepts or variables to which they refer"; Likewise, what was intended was to investigate issues and areas from new perspectives Hernández Sampieri, Fernández Collado, & Baptista Lucio (2014). The population that was taken corresponds to the vocational average of San Viator School from Tunja, selecting a sample of 21 tenth grade students and a socio-critical approach, through the application of semi-structured interviews, exploration workshops, surveys, questionnaires and observation as data collection techniques. From the results, it will be possible to show whether all students assertively analyze and understand information from argumentative, descriptive and expository texts, giving way to the generation of assumptions, analysis, argumentation and development of their critical thinking. Consequently, didactic strategies were implemented to strengthen reading comprehension and, at the same time, to enhance critical thinking skills in students. This research aims was to promote a change in the way of assimilating and appropriating the fundamental cognitive competences in different contexts; likewise, that the development of certain skills, from the cognitive aspect, does not remain only in the acquisition of knowledge, but in the process that is carried out to reach that knowledge, it is intentional and truly significant for the individual. Therefore, identifying how the learning parameters are established and where the student fulfills the role of actor of wisdom, creator of possibilities and controller of their knowledge from active thinking that guides to reach a learning end, provides the teacher of essential tools to achieve the development of real and useful skills for life. Finally, it is worth noting that when the students manage to relate pre-knowledge with their knowledge, with their way of being, with their way of being in the world and living it critically, they strengthen the social skills that are required to overcome difficulties, through the performance of the different areas of knowledge, which is the main purpose of education.