Las Tertulias literarias dialógicas en el desarrollo del pensamiento crítico en estudiantes de educación secundaria
No Thumbnail Available
Date
2023-12
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
Frente a la pérdida de clases presenciales por pandemia en los periodos escolares 2020, 2021 y 2022, las estudiantes del nivel secundario no recibieron el acompañamiento adecuado para alcanzar las metas del ciclo VII del sistema educativo de la E.B.R., entre ellas, desarrollar la capacidad crítica, también denominada pensamiento crítico, y demostrarla mediante las capacidades de la competencia oral. En ese sentido, la investigación propone desarrollar las cinco dimensiones del pensamiento crítico expuestas por Villarini (2003): lógica, sustantiva, contextual, pragmática y dialógica. Para lograrlo, se propuso trabajar con una secuencia didáctica basada en las Tertulias Literarias Dialógicas (T.L.D.).
Para solucionar la problemática, se aplicó un estudio cuantitativo, de diseño experimental de clasificación pre experimental. Se utilizó como instrumento dos cuestionarios (pre y post test) para comprobar si el pensamiento crítico lograba desarrollarse analizando una situación inicial y final en las estudiantes del cuarto grado del nivel secundario de una institución educativa ubicada en el distrito de Chorrillos (Lima, Perú). Finalmente, se comprobó experimentalmente que las estudiantes del cuarto grado del nivel secundario desarrollaron significativamente el pensamiento crítico aplicando las Tertulias Literarias Dialógicas (T.L.D.).
Faced with the loss of face-to-face classes due to the pandemic in the 2020, 2021 and 2022 school periods, secondary school students did not receive appropriate support to achieve the goals of cycle VII of the E.B.R. educational system, among them, to develop critical capacity, also known as critical thinking, and to demonstrate it through oral proficiency skills. In this sense, the research proposes to develop the five dimensions of critical thinking exposed by Villarini (2003): logical, substantive, contextual, pragmatic and dialogic. To achieve this, it was proposed to work with a didactic sequence based on the Dialogical Literary Gatherings (D.L.G.). To solve the problem, a quantitative study was applied, with an experimental design of pre-experimental classification. Two questionnaires (pre- and post-test) were used as instruments to check whether critical thinking could be developed by analyzing an initial and final situation in students of the fourth grade of the secondary level of an educational institution located in the district of Chorrillos (Lima, Peru). Finally, it was experimentally verified that the students of the fourth grade of secondary school significantly developed critical thinking by applying the Tertulias Literarias Dialógicas (T.L.D.).
Faced with the loss of face-to-face classes due to the pandemic in the 2020, 2021 and 2022 school periods, secondary school students did not receive appropriate support to achieve the goals of cycle VII of the E.B.R. educational system, among them, to develop critical capacity, also known as critical thinking, and to demonstrate it through oral proficiency skills. In this sense, the research proposes to develop the five dimensions of critical thinking exposed by Villarini (2003): logical, substantive, contextual, pragmatic and dialogic. To achieve this, it was proposed to work with a didactic sequence based on the Dialogical Literary Gatherings (D.L.G.). To solve the problem, a quantitative study was applied, with an experimental design of pre-experimental classification. Two questionnaires (pre- and post-test) were used as instruments to check whether critical thinking could be developed by analyzing an initial and final situation in students of the fourth grade of the secondary level of an educational institution located in the district of Chorrillos (Lima, Peru). Finally, it was experimentally verified that the students of the fourth grade of secondary school significantly developed critical thinking by applying the Tertulias Literarias Dialógicas (T.L.D.).
Description
Keywords
Tertulias literarias, Tertulias literarias dialógicas, Pensamiento crítico, Educación secundaria, Investigación cuantitativa