Estrategias didáctico-pedagógicas para fortalecer el pensamiento crítico en estudiantes del grado tercero y cuarto de la Institución Educativa Colegio Pablo Neruda sede La Gruta, municipio de San José de Cúcuta, departamento Norte de Santander, República de Colombia.

Abstract

In the present investigation, the act of thinking for the transformation of education is investigated in the Pablo Neruda School Educational Institution, La Gruta headquarters, observing and analyzing the pedagogical practices of teachers and students of third and fourth grade of primary school, with the purpose of these being instructed in the pedagogical didactic strengthening of critical thinking and the phases that compose it; The present research experience is part of the qualitative interpretation epistemological approach, due to the interest in observing in detail in the classroom the interactions in the teaching and learning process by teachers, in this way it was intended to identify what needs the pedagogical processes present in the moments of stimulating and provoking the act of thinking about critical thinking in students. The information is collected through the direct observation technique with the instruments: questionnaire, semi-structured interview, field diaries and intervention plan. To conclude, it is highlighted that the implementation of the action plan through the development of workshops and activities, allowed to reach a higher level of participation, active motivation in third and fourth grade students. Achieving thus, that these are formed as reflective and critical people, capable of solving problems taking into account assertive communication, restless about continuous learning, looking for how to transform and complement it, on the other hand, teachers and students chose to seek didactic alternatives and Pedagogical to provide school environments where they can boost the needs found in their context from continuous research within the Educational Institution.