Estrategias de lectura para favorecer el Pensamiento Crítico en la Escuela

Abstract

This research sought to be the starting point to transform the educational practices developed within the Manuel Rodríguez Torices Educational Institution. Since, the inquiries allowed to observe the great deficiencies that the students presented to exercise a conceptual autonomy. The latter, perhaps due to erroneous strategies on the part of the educators, needed to be looked at from other perspectives. The proposal, framed in favoring critical thinking through digital multimodal readings, opened a pleasant way to reach the educational community, taking advantage of the sympathy of students for digital media. Thus, Reading, Critical Thinking and Technology became three key pieces to fulfill the general purpose of the research. In that order of ideas, we approached the population with which we intended to work; identifying the space and approaching the requested context. For this phase, a diagnosis was made, based on 3 aspects analyzed in the educational institution: pedagogical approach, results of the saber 9 tests and participant observation. As for the pedagogical approach, it gives priority to critical thinking and becomes a fundamental piece of the PEI since it emphasizes the importance of using tools and strategies in order to promote an education with liberating purposes. However, the proposed objectives seemed to be far from the reality that was observed inside the classrooms, where students with conditioned autonomy and conceptually attached to their teachers were evidenced. For this reason, a pedagogical intervention proposal called "Critical Navigators, Thinking on the Move" was designed to recognize the incidence of critical thinking in the development of learning processes. Once the results were analyzed, it was concluded that two central axes of the process were: Multimodal reading in the critical environment and Teaching praxis for the promotion of reading practices in the school context. These two categories broadly summarize what was projected from the beginning and the scope of the research. In this sense, the teacher becomes an important part of the student's reading process.