EL AULA DE CLASES COMO UN ESPACIO GENERADOR DE PENSAMIENTO CRÍTICO
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Universidad Industrial de Santander
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RESUMENEste texto es una reflexión en torno a los resultados de la investigación que sirvió para otorgar el título de Magíster en Pedagogía al autor y que se tituló Propuesta pedagógica para hacer de la clase de Lengua Castellana un espacio generador de pensamiento crítico. Ésta se realizó con estudiantes de Educación Media en un colegio privado de la ciudad de Floridablanca, bajo la orientación de la asignatura Lengua Castellana. Se compone de tres estadios: uno teórico, de donde emanan las concepciones de pensamiento crítico de Van Dijk y Boisvert como pilares del desarrollo de esta apuesta. Otro pedagógico, que comporta la secuencia didáctica que se elaboró producto de los datos y categorías obtenidas bajo la metodología Investigación Acción, en la que se puso de manifiesto lo que es pensar críticamente: tener la capacidad de comprender textos a nivel intra e ínter textual e interpretar sus discursos tanto a nivel lingüístico como por medio del reconocimiento de sesgos ideológicos, posturas argumentativas, su contexto social, etc. Además, la construcción de escritos de la autoría de los estudiantes en los que se reflejan dichos análisis. La fracción final plantea los retos que enfrenta la propuesta en el camino de su consolidación.Palabras clave: pensamiento crítico, secuencia didáctica, análisis crítico del discurso, niveles de lectura, niveles de escritura.
ABSTRACTThe text is a reflection on the results of the author’s research called: Pedagogical Proposal for Generating Critical Thinking in the Spanish Language Class, developed as a requirement to receive the title of Masters of Arts in Pedagogy at Universidad Industrial de Santander. This research was carried out with secondary students at Colegio Nuevo Cambridge, a private institution in Floridablanca, Santander under the guidance and structure of the Spanish Language Course. It consists of three stages: a theoretical one, from which Van Dijk and Boisvert’s concepts of Critical Thinking emanate as cornerstones of the development of this approach. The second stage is pedagogical, which involves the didactic sequence that was developed as a product of the categories and data obtained under the Action Research Methodology applied. This information revealed that Critical Thinking is to be able to understand texts at the intra and inter-textual levels and interpret their speeches both linguistically and through the recognition of ideological bias, argumentative attitudes, social context, etc. The third and last stage proposes the construction of texts written by students in which this analysis is reflected. The final part presents the challenges the proposal is facing in its way to consolidation.Key words: critical thinking, didactic sequence, speech critical analysis, reading comprehension levels, writing production levels.
ABSTRACTThe text is a reflection on the results of the author’s research called: Pedagogical Proposal for Generating Critical Thinking in the Spanish Language Class, developed as a requirement to receive the title of Masters of Arts in Pedagogy at Universidad Industrial de Santander. This research was carried out with secondary students at Colegio Nuevo Cambridge, a private institution in Floridablanca, Santander under the guidance and structure of the Spanish Language Course. It consists of three stages: a theoretical one, from which Van Dijk and Boisvert’s concepts of Critical Thinking emanate as cornerstones of the development of this approach. The second stage is pedagogical, which involves the didactic sequence that was developed as a product of the categories and data obtained under the Action Research Methodology applied. This information revealed that Critical Thinking is to be able to understand texts at the intra and inter-textual levels and interpret their speeches both linguistically and through the recognition of ideological bias, argumentative attitudes, social context, etc. The third and last stage proposes the construction of texts written by students in which this analysis is reflected. The final part presents the challenges the proposal is facing in its way to consolidation.Key words: critical thinking, didactic sequence, speech critical analysis, reading comprehension levels, writing production levels.