Programa de lecturas críticas para desarrollar el pensamiento crítico en estudiantes de tercero de secundaria en la Institución Educativa Fe y Alegría N° 33 – Ventanilla, 2018
Fecha
2020
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Universidad Antonio Ruiz de Montoya
Resumen
Esta investigación presenta un programa de sesiones de aprendizajes basado en diversas lecturas críticas que ayuden a desarrollar las habilidades del pensamiento crítico. Al mirar la realidad social en la que se desarrolla esta investigación se observa la necesidad de la existencia de sujetos críticos capaces de transformar y mejorar su calidad de vida.
Asimismo, leer es un proceso que implica mucho más que la decodificación de signos. El acto lector conlleva una interacción dinámica entre el lector, el texto y el contexto. Es por ello que se observa que la aplicación del programa lecturas críticas influye significativamente en el pensamiento crítico en estudiantes de tercero de secundaria en la institución educativa Fe y Alegría N°33 – Ventanilla, ya que, los estudiantes mostraron un progreso significativo en lo que refiere a su criticidad frente a las diferentes lecturas propuestas. Ello lo se comprobó mediante la aplicación de un test en dos momentos: antes de la aplicación de las sesiones (pre test) y luego de ellas (pos test).
This research presents a program of learning sessions based on various critical readings that help develop critical thinking skills. When looking at the social reality in which this research is carried out, we observe the need for the existence of critical subjects capable of transforming and improving their quality of life. Likewise, reading is a process that involves much more than the decoding of signs. The reader act involves a dynamic interaction between the reader, the text and the context. That is why it is observed that the application of the critical readings program significantly influences critical thinking in third-year secondary students in the educational institution Fe y Alegría N ° 33 - Ventanilla, since, the students showed a significant progress in what refers to its criticality in front of the different proposed readings. This was verified by the application of a test in two moments: before the application of the sessions (pre-test) and after them (post-test).
This research presents a program of learning sessions based on various critical readings that help develop critical thinking skills. When looking at the social reality in which this research is carried out, we observe the need for the existence of critical subjects capable of transforming and improving their quality of life. Likewise, reading is a process that involves much more than the decoding of signs. The reader act involves a dynamic interaction between the reader, the text and the context. That is why it is observed that the application of the critical readings program significantly influences critical thinking in third-year secondary students in the educational institution Fe y Alegría N ° 33 - Ventanilla, since, the students showed a significant progress in what refers to its criticality in front of the different proposed readings. This was verified by the application of a test in two moments: before the application of the sessions (pre-test) and after them (post-test).
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Palabras clave
Lectura, Comprensión de lectura, Pensamiento crítico, Educación básica secundaria, Institución Educativa Fe y Alegría N° 33 (Ventanilla), Ventanilla, Callao (Perú : Distrito), Educación