Pensamiento Crítico hacia ciudadanos del mundo a través del Modelo Constructivista de Naciones Unidas en Educación Superior.

Abstract

Considering significant learning within pedagogical practices, one of the tasks that requires didactic and methodological strategies to enhance knowledge and develop knowledge, it was then sought to answer the question: What methodological strategies can be developed to enhance critical thinking of Hand in hand with oratory, argumentation, and comprehension skills to develop leadership and participation skills in higher education students?. In this way, it assumes as a theoretical basis to address the issue from significant learning, the contributions of Ausubel (2006) in relation to learning "as the one in which new concepts or propositions are learned not literally but substantively, capturing their meaning." , and relating them to relevant aspects of cognitive structure in a non-arbitrary way”. (Paniagua and Meneses 2006, P: 2). For this work, a qualitative methodology is addressed, taking into account the categories of leadership, research and teamwork, with the participation of all students of 1, 2, 3 semesters of early childhood education at the University of Pamplona, through debate exercises according to the themes that encourage oratory and critical thinking in response to the realities of today's world. The expected result is the formation of leaders with critical, analytical thinking and socially responsible citizens with investigative knowledge, aware of the importance of everyone's contribution as a democratic exercise.