Incidencia de la teoría del contexto, de Van Dijk, en el desarrollo del pensamiento crítico en estudiantes de grado tercero de básica primaria, de la I.E. Técnico Agropecuaria Albania (Betulia – Sucre).

Abstract

The purpose of this degree work is to analyze how Van Dijk's theory of context affects the development of critical thinking in students in grade 3, elementary school, of the I.E. Agricultural Technician Albania (Betulia - Sucre), in the light of this same theory and from theoretical perspectives of critical thinking. Therefore, the postulates that supported this research were emphasized mainly in the works of Van Dijk, on the context, the relationship between text and context and discourse; and Lipman, Lipman, Sharp and Oscanyan; Paul, Binker, Martin, Vetrano and Krelau, Paul et al., and Paul and Elder; Facione and Ennis, on critical thinking. The methodological route followed a qualitative approach and the aplication of an action-research design and systematization of experiences. Consequently, the results showed that the theory of context affects the way in which students locate the information in the text, analyze it and produce mental connections in them that lead to decision-making in the face of alternative solutions or responses. proposals, based on the attitudes that these students assume within the communicative situation raised. It is concluded then that the exercises that focus on the development of critical thinking, in the light of context theory, acquire a greater meaning for students in their learning and reading comprehension process, in terms of strengthening their critical thinking, which finally potentiates the teaching process and the basic primary teaching practice.