Procedimiento de evaluación formativa del pensamiento crítico en la infancia, fundamentado en los postulados epistemológicos de la pedagogía del oprimido.

Abstract

The formative assessment is intended to monitor learning continuously. In addition, it seeks to provide strategies for both the teacher and the student to reorient and motivate the teaching and learning process. The general objective of this degree project is to implement a formative evaluation procedure of critical thinking in childhood, based on the epistemological postulates of the pedagogy of the oppressed, that develop critical thinking in childhood. Action research: boys and girls from 6 to 9 years old from the educational institution Colegio Once de Noviembre, San José de Cúcuta. A study is carried out under the qualitative approach. The informants are four boys and two girls between the ages of 6 and 9, and a full-time teacher at the eleventh of November, San José de Cúcuta. The data collection techniques are, participant and non-participant observation, interview and content analysis. Instruments, observation matrices, interview script and field diary. Among the main findings, it was found that a) in the consulted literature on childhood educational issues, there is a recognition of critical thinking as a fundamental competence for children's lives. However, at a national level, there is little research whose object of study is the development of critical thinking and, even less, the formative evaluation of this competence, b) for the development of critical thinking in childhood planning, design and execution of formative evaluation procedures, preceded by didactic sequences whose formative purpose is that the children learn to think, to reflect, to question and to decide.