Experiences as a Strategy for Strengthen Critical Thinking in Rural Education
This article presents the results obtained when implementing a pedagogical strategy aimed at strengthening critical thinking through oral argumentation, based on the student ‘s experiences and context, which generated spaces of interaction that allowed him to understand and take a stand against the...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6868
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13472
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7207
https://repositorio.uptc.edu.co/handle/001/13472
- Palabra clave:
- critical thinking
experiences
argumentative sequences
oral expression
rural context
pensamiento crítico
vivencias
secuencias argumentativas
expresión oral
contexto rural
pensée critique
des expériences
des séquences argumentatives
parler
contexte rural
pensamento crítico
as experiências
as sequências argumentativas
falar
contexto rural
- Rights
- License
- http://purl.org/coar/access_right/c_abf369
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Experiences as a Strategy for Strengthen Critical Thinking in Rural Education |
| dc.title.es-ES.fl_str_mv |
Las vivencias como estrategia de fortalecimiento del pensamiento crítico en educación rural |
| dc.title.fr-FR.fl_str_mv |
Les Expériences en Tant Que Stratégie de Renforcement de L’esprit Critique Dans L’éducation Rurale |
| dc.title.pt-BR.fl_str_mv |
As Vivências Como Estratégia de Fortalecimento do Pensamento Crítico em Educação Rural |
| title |
Experiences as a Strategy for Strengthen Critical Thinking in Rural Education |
| spellingShingle |
Experiences as a Strategy for Strengthen Critical Thinking in Rural Education critical thinking experiences argumentative sequences oral expression rural context pensamiento crítico vivencias secuencias argumentativas expresión oral contexto rural pensée critique des expériences des séquences argumentatives parler contexte rural pensamento crítico as experiências as sequências argumentativas falar contexto rural |
| title_short |
Experiences as a Strategy for Strengthen Critical Thinking in Rural Education |
| title_full |
Experiences as a Strategy for Strengthen Critical Thinking in Rural Education |
| title_fullStr |
Experiences as a Strategy for Strengthen Critical Thinking in Rural Education |
| title_full_unstemmed |
Experiences as a Strategy for Strengthen Critical Thinking in Rural Education |
| title_sort |
Experiences as a Strategy for Strengthen Critical Thinking in Rural Education |
| dc.subject.en-US.fl_str_mv |
critical thinking experiences argumentative sequences oral expression rural context |
| topic |
critical thinking experiences argumentative sequences oral expression rural context pensamiento crítico vivencias secuencias argumentativas expresión oral contexto rural pensée critique des expériences des séquences argumentatives parler contexte rural pensamento crítico as experiências as sequências argumentativas falar contexto rural |
| dc.subject.es-ES.fl_str_mv |
pensamiento crítico vivencias secuencias argumentativas expresión oral contexto rural |
| dc.subject.fr-FR.fl_str_mv |
pensée critique des expériences des séquences argumentatives parler contexte rural |
| dc.subject.pt-BR.fl_str_mv |
pensamento crítico as experiências as sequências argumentativas falar contexto rural |
| description |
This article presents the results obtained when implementing a pedagogical strategy aimed at strengthening critical thinking through oral argumentation, based on the student ‘s experiences and context, which generated spaces of interaction that allowed him to understand and take a stand against the problematic Social and environmental aspects of their environment and life experiences. In order to do so, we used Henry Giroux (1990) and Paulo Freire (2005), who propose “a reflexive and critical thinking that questions, analyzes and interprets the reality in which we live.” The relevant aspects in the design of the strategy, structured in four stages, are: thematization, experiential appropriation, problematization and argumentation based on the use of argumentative sequences, which provide the opportunity to verbally express knowledge, concerns, knowledge, reasoned arguments and propose solutions to problems in the rural context. It is concluded that when facing the child with his reality from praxis, interests and experiences, they develop thinking skills that strengthen the construction of meaningful knowledge, which make him an active agent, participatory and with critical awareness of the teaching-learning process. |
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2017 |
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2024-07-05T19:04:26Z |
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2024-07-05T19:04:26Z |
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2017-05-01 |
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http://purl.org/coar/resource_type/c_6868 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7207 10.19053/22160159.v8.n17.2018.7207 |
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https://repositorio.uptc.edu.co/handle/001/13472 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7207 https://repositorio.uptc.edu.co/handle/001/13472 |
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10.19053/22160159.v8.n17.2018.7207 |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7207/5698 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 8 No. 17 (2017): Historia de la Educación y la Pedagogía; 201 - 224 |
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Praxis & Saber; Vol. 8 Núm. 17 (2017): Historia de la Educación y la Pedagogía; 201 - 224 |
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Praxis & Saber; Vol. 8 No 17 (2017): Historia de la Educación y la Pedagogía; 201 - 224 |
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Praxis & Saber; V. 8 N. 17 (2017): Historia de la Educación y la Pedagogía; 201 - 224 |
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Praxis & Saber; v. 8 n. 17 (2017): Historia de la Educación y la Pedagogía; 201 - 224 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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2017-05-012024-07-05T19:04:26Z2024-07-05T19:04:26Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/720710.19053/22160159.v8.n17.2018.7207https://repositorio.uptc.edu.co/handle/001/13472This article presents the results obtained when implementing a pedagogical strategy aimed at strengthening critical thinking through oral argumentation, based on the student ‘s experiences and context, which generated spaces of interaction that allowed him to understand and take a stand against the problematic Social and environmental aspects of their environment and life experiences. In order to do so, we used Henry Giroux (1990) and Paulo Freire (2005), who propose “a reflexive and critical thinking that questions, analyzes and interprets the reality in which we live.” The relevant aspects in the design of the strategy, structured in four stages, are: thematization, experiential appropriation, problematization and argumentation based on the use of argumentative sequences, which provide the opportunity to verbally express knowledge, concerns, knowledge, reasoned arguments and propose solutions to problems in the rural context. It is concluded that when facing the child with his reality from praxis, interests and experiences, they develop thinking skills that strengthen the construction of meaningful knowledge, which make him an active agent, participatory and with critical awareness of the teaching-learning process.Este artículo presenta los resultados obtenidos al implementar una estrategia pedagógica encaminada a fortalecer el pensamiento crítico a través de la argumentación oral, fundamentada en las vivencias y contexto del estudiante, lo cual generó espacios de interacción que le permitieron entender y tomar postura frente a las problemáticas sociales y ambientales de su entorno y experiencias de vida. Para ello, se recurrió a los planteamientos de Henry Giroux (1990) y de Paulo Freire (2005), quienes proponen “un pensar reflexivo y crítico que cuestione, analice e interprete la realidad en la que se vive”. Los aspectos relevantes en el diseño de la estrategia, estructurada en cuatro etapas, son: tematización, apropiación vivencial, problematización y argumentación basada en el uso de secuencias argumentativas, que brindan la oportunidad de expresar en forma verbal saberes, inquietudes, conocimientos, argumentos razonados y proponer soluciones a problemáticas del contexto rural. Se concluye que al enfrentar al niño con su realidad desde la praxis, intereses y vivencias, se desarrollan habilidades de pensamiento que fortalecen la construcción de conocimientos significativos, que lo hacen un agente activo, participativo y con conciencia crítica frente al proceso de enseñanza aprendizaje.Cet article présente les résultats obtenus en mettant en oeuvre une stratégie éducative pour renforcer la pensée critique à travers sa plaidoirie, sur la base des expériences et du contexte de l’étudiant, qui a généré des espaces d’interaction qui lui ont permis de comprendre et de prendre position sur les questions aspects sociaux et environnementaux de leur environnement et des expériences de vie. Pour ce faire, il se tourna vers Henry Giroux approche (1990) et Paulo Freire (2005), qui propose « une réflexion critique et de réflexion à la question, analyser et interpréter la réalité dans laquelle nous vivons ». Pertinentes dans la conception de la stratégie, structuré en quatre étapes, les aspects sont: thématisation, l’appropriation par l’expérience, et problematización argument fondé sur l’utilisation de séquences argumentatives, qui offrent la possibilité d’exprimer verbalement la connaissance, des préoccupations, des connaissances, des arguments raisonnés et de proposer des solutions aux problèmes du contexte rural. Il est conclu que l’enfant face à sa réalité de la praxis, des intérêts et des expériences, des compétences qui renforcent la pensée la construction des connaissances significatives qui en font un agent de prise de conscience active, participative et critique contre processus d’enseignement-apprentissage se développer.Este artigo apresenta os resultados obtidos com a implementação de uma estratégia educacional para fortalecer o pensamento crítico através de alegações, com base nas experiências e contexto do aluno, o que gerou espaços de interação que lhe permitiu compreender e tomar posição sobre as questões aspectos sociais e ambientais de suas experiências ambiente e da vida. Para fazer isso, ele se virou para Henry Giroux se aproxima (1990) e Paulo Freire (2005), que propõe “um pensamento crítico e reflexivo de questionar, analisar e interpretar a realidade em que vivemos”. Relevante na concepção da estratégia, estruturado em quatro etapas, aspectos são: theming, apropriação experiencial, problematização e argumento baseado no uso de seqüências argumentativas, que oferecem a oportunidade de expressar verbalmente conhecimentos, preocupações, conhecimentos, argumentos fundamentados e propor soluções para os problemas do contexto rural. Concluise que de frente para a criança com sua realidade a partir da práxis, interesses e experiências, habilidades que fortalecem a construção de conhecimentos significativos que o tornam um agente ativo, participativo e crítico de sensibilização contra o processo de ensino-aprendizagem desenvolver o pensamento.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7207/5698Praxis & Saber; Vol. 8 No. 17 (2017): Historia de la Educación y la Pedagogía; 201 - 224Praxis & Saber; Vol. 8 Núm. 17 (2017): Historia de la Educación y la Pedagogía; 201 - 224Praxis & Saber; Vol. 8 No 17 (2017): Historia de la Educación y la Pedagogía; 201 - 224Praxis & Saber; V. 8 N. 17 (2017): Historia de la Educación y la Pedagogía; 201 - 224Praxis & Saber; v. 8 n. 17 (2017): Historia de la Educación y la Pedagogía; 201 - 2242462-86032216-0159critical thinkingexperiencesargumentative sequencesoral expressionrural contextpensamiento críticovivenciassecuencias argumentativasexpresión oralcontexto ruralpensée critiquedes expériencesdes séquences argumentativesparlercontexte ruralpensamento críticoas experiênciasas sequências argumentativasfalarcontexto ruralExperiences as a Strategy for Strengthen Critical Thinking in Rural EducationLas vivencias como estrategia de fortalecimiento del pensamiento crítico en educación ruralLes Expériences en Tant Que Stratégie de Renforcement de L’esprit Critique Dans L’éducation RuraleAs Vivências Como Estratégia de Fortalecimento do Pensamento Crítico em Educação Ruralinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6868http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a452http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf369http://purl.org/coar/access_right/c_abf2Torres Cruz, Doris LiliaFonseca Villamil, Widy PatriciaPineda Jaimes, Blanca Nieves001/13472oai:repositorio.uptc.edu.co:001/134722025-07-18 11:44:11.724metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |