Propuesta pedagógica para fortalecer el pensamiento crítico en estudiantes de primer semestre en Educación Infantil ampliación Cúcuta.

Abstract

Critical thinking since the 70s is considered as a strong process that must be led to understand the world and the reason for things and situations; that is why it arises as a necessity to make a change of thought, thinking being a logical-usual way, which leads to decision-making; all of it is Process that aims for the person to understand, argue what they live each day. This paper is focused on identifying teachers' needs in pedagogical processes, to stimulate critical thinking in the first semester students of the early childhood education program. Pedagogical needs that will be structured in an action plan that as a pedagogical proposal seeks to strengthen critical thinking in these students. The proposal is strengthened by methodological experiences of the UN educational model (2017) and of the holistic pedagogical management model and management for the integral formation or ZC model of Cuadros (2016), contributing to the research experience growth in learning as child educators for the 21st century. The research is framed in the interpretive epistemological model, through the method of pedagogical action research and as techniques and instruments for collecting information is taken into account: direct observation, questionnaire, interview and semi-structured interview with a focus group of students. Formando líderes para la construcción de un nuevo país en paz 10

As relevant results it is worth noting that the experience begins in first semester students of the degree in early childhood education and allows reviewing contextual situations that occur in the pedagogical processes in each of the first courses that favor or not, the process of thinking about critical thinking from the beginning of the professional career. Another significant finding accounts for the motivation, curiosity and participation of students to generate training in each of the critical thinking units: comprehensive, analytical, reflective, argumentative reading, decision-making, transfer, and assessment. In addition, the action plan through the use and appropriation of emerging pedagogies prepares students to take on more formative research processes or PIF.