Educación para el desarrollo temprano del pensamiento crítico
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2015
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Este documento presenta elementos relacionados con la investigación que busca
orientar procesos pedagógicos que desde la realidad escolar posibiliten el desarrollo del
pensamiento crítico en estudiantes de básica primaria de una institución educativa de
Cartagena. Esta investigación está enmarcada desde un paradigma socio crítico, bajo
un enfoque etnográfico, el cual nos permite ser participantes del desarrollo del fenómeno y
trabajar desde su interior el direccionamiento del proceso. La muestra estará conformada
por tres (3) docentes y cien (100) estudiantes de básica primaria de una institución
educativa de Cartagena. Para la recolección y análisis de los datos, la investigación se
apoyará de la observación participante y las entrevistas formales e informales; como
también de instrumentos diseñados en el curso de la investigación; como encuestas,
cuestionarios y censos, que enriquezcan el proceso investigativo. Frente a los resultados
esperados, se estima la transformación de la práctica de aula de los docentes participantes,
con respecto a dar el paso de la producción y reproducción de conocimientos, al desarrollo
de habilidades superiores de pensamiento que le permitan al estudiante aprender a aprender
y aprender para la vida.
This paper presents research related to pedagogical processes seeking guidance from the school reality that enable the development of critical thinking in students of primary school of Cartagena elements. This research is framed from a critical paradigm partner under an ethnographic approach, which allows us to be participants in the development of the phenomenon and work from within the routing process. The exhibition will consist of nine (9) teaching and one hundred (100) students of primary school of Cartagena. For the collection and analysis of data, research support of participant observation and formal and informal interviews; as well as instruments designed in the course of the investigation; as surveys, questionnaires and surveys, to enrich the research process. Faced with the expected results, the transformation of classroom practice of teachers participating, with regard to step of the production and reproduction of knowledge, the development of higher thinking skills that will enable students to learn to learn is estimated and learning for life.
This paper presents research related to pedagogical processes seeking guidance from the school reality that enable the development of critical thinking in students of primary school of Cartagena elements. This research is framed from a critical paradigm partner under an ethnographic approach, which allows us to be participants in the development of the phenomenon and work from within the routing process. The exhibition will consist of nine (9) teaching and one hundred (100) students of primary school of Cartagena. For the collection and analysis of data, research support of participant observation and formal and informal interviews; as well as instruments designed in the course of the investigation; as surveys, questionnaires and surveys, to enrich the research process. Faced with the expected results, the transformation of classroom practice of teachers participating, with regard to step of the production and reproduction of knowledge, the development of higher thinking skills that will enable students to learn to learn is estimated and learning for life.
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Palabras clave
Pensamiento crítico, Competencias, Aprendizaje, Habilidades de pensamiento, Practica de aula, Critical thinking, Skills, Learning, Thinking skills
