La lectura crítica y el desarrollo del pensamiento crítico a partir del contraste de las dos versiones original y alterna de los cuentos de hadas / Pensamiento crítico a partir de la lectura de cuentos de hadas

Chiquillo Pineda, Consuelo de Jesús; Jimenez Blanco, Margarita Rosa; Henao Muñoz, Héctor Alfonso; Rodríguez Gómez, David Esteban

View/Open

Pensamiento_crítico_lectura_cuentos.pdf (Trabajo de grado) (366.4Kb)

Carta_autorizada.pdf (Carta de autorización) (1.440Mb)

Anexo_1.pdf (Anexo 1) (40.77Kb)

Date

2019

Author

Chiquillo Pineda, Consuelo de Jesús

Jimenez Blanco, Margarita Rosa

Henao Muñoz, Héctor Alfonso

Rodríguez Gómez, David Esteban

Director de tesis

Méndez Góngora, Yeison German

TY - GEN T1 - La lectura crítica y el desarrollo del pensamiento crítico a partir del contraste de las dos versiones original y alterna de los cuentos de hadas / Pensamiento crítico a partir de la lectura de cuentos de hadas AU - Chiquillo Pineda, Consuelo de Jesús AU - Jimenez Blanco, Margarita Rosa AU - Henao Muñoz, Héctor Alfonso AU - Rodríguez Gómez, David Esteban Y1 - 2019 UR - http://hdl.handle.net/11396/5483 AB - There is a big concern for the absence of the critical attitude and low levels of reading in students. These voices are regularly heard: children and young people do not read and if they read do it too poorly. Many people hold responsible to environment factors like: bad reading habits, or external factors such as lighting, posture, bad materials, among others. In fact, these can be intervened and corrected. This work is aiming at generating the critical thinking from the analysis of fairy tales in its original and alternate versions. It is rely on the language and social sciences teachers from Liceo Colombia school, located at 54C-40 138_street in Colina Campestre neighborhood in Bogotá city, and directed towards fifth grade students. The process was done applying the action-research method, through the execution of several techniques that allow results evaluation like (“Saber” test, "avancemos" test, interviews, surveys, field journals and application workshops). The results indicated that, this educational strategy contributes to promote the students critical thinking by means of reading. It is concluded that teachers should give reading patterns to students like: interest, attention, assumption, synthesis, also generate a training process in which they see the importance of reading, and in this way, strengthen reading and critical thinking, understood in the reading process, as a thinking way that evaluates ideas and information, in order to decide what to believe and what to accept. Critical thinking, references to a critical reading that is active, proactive, reflects, questions, and analyzes. It means a reading as a reader willingness, to try to get the text deep meaning, the ideas which are not seen, the foundations, reasoning and the ideology that underlies in it. This makes possible to take into account various explanations and do not take anything for granted; but develop suspicion and questioning ER - @misc{11396_5483, author = {Chiquillo Pineda Consuelo de Jesús and Jimenez Blanco Margarita Rosa and Henao Muñoz Héctor Alfonso and Rodríguez Gómez David Esteban}, title = {La lectura crítica y el desarrollo del pensamiento crítico a partir del contraste de las dos versiones original y alterna de los cuentos de hadas / Pensamiento crítico a partir de la lectura de cuentos de hadas}, year = {2019}, abstract = {There is a big concern for the absence of the critical attitude and low levels of reading in students. These voices are regularly heard: children and young people do not read and if they read do it too poorly. Many people hold responsible to environment factors like: bad reading habits, or external factors such as lighting, posture, bad materials, among others. In fact, these can be intervened and corrected. This work is aiming at generating the critical thinking from the analysis of fairy tales in its original and alternate versions. It is rely on the language and social sciences teachers from Liceo Colombia school, located at 54C-40 138_street in Colina Campestre neighborhood in Bogotá city, and directed towards fifth grade students. The process was done applying the action-research method, through the execution of several techniques that allow results evaluation like (“Saber” test, "avancemos" test, interviews, surveys, field journals and application workshops). The results indicated that, this educational strategy contributes to promote the students critical thinking by means of reading. It is concluded that teachers should give reading patterns to students like: interest, attention, assumption, synthesis, also generate a training process in which they see the importance of reading, and in this way, strengthen reading and critical thinking, understood in the reading process, as a thinking way that evaluates ideas and information, in order to decide what to believe and what to accept. Critical thinking, references to a critical reading that is active, proactive, reflects, questions, and analyzes. It means a reading as a reader willingness, to try to get the text deep meaning, the ideas which are not seen, the foundations, reasoning and the ideology that underlies in it. This makes possible to take into account various explanations and do not take anything for granted; but develop suspicion and questioning}, url = {http://hdl.handle.net/11396/5483} }RT Generic T1 La lectura crítica y el desarrollo del pensamiento crítico a partir del contraste de las dos versiones original y alterna de los cuentos de hadas / Pensamiento crítico a partir de la lectura de cuentos de hadas YR 2019 LK http://hdl.handle.net/11396/5483 AB There is a big concern for the absence of the critical attitude and low levels of reading in students. These voices are regularly heard: children and young people do not read and if they read do it too poorly. Many people hold responsible to environment factors like: bad reading habits, or external factors such as lighting, posture, bad materials, among others. In fact, these can be intervened and corrected. This work is aiming at generating the critical thinking from the analysis of fairy tales in its original and alternate versions. It is rely on the language and social sciences teachers from Liceo Colombia school, located at 54C-40 138_street in Colina Campestre neighborhood in Bogotá city, and directed towards fifth grade students. The process was done applying the action-research method, through the execution of several techniques that allow results evaluation like (“Saber” test, "avancemos" test, interviews, surveys, field journals and application workshops). The results indicated that, this educational strategy contributes to promote the students critical thinking by means of reading. It is concluded that teachers should give reading patterns to students like: interest, attention, assumption, synthesis, also generate a training process in which they see the importance of reading, and in this way, strengthen reading and critical thinking, understood in the reading process, as a thinking way that evaluates ideas and information, in order to decide what to believe and what to accept. Critical thinking, references to a critical reading that is active, proactive, reflects, questions, and analyzes. It means a reading as a reader willingness, to try to get the text deep meaning, the ideas which are not seen, the foundations, reasoning and the ideology that underlies in it. This makes possible to take into account various explanations and do not take anything for granted; but develop suspicion and questioning OL Spanish (121)

Abstract

Existe una gran preocupación por la ausencia de la actitud crítica en los estudiantes. Las voces que se escuchan asiduamente son: Los niños y jóvenes no leen y si leen lo hacen mal. Muchos responsabilizan a factores del entorno, hábitos adquiridos, factores externos como postura, iluminación, malos materiales, entre otros. Lo cierto es que estos pueden ser intervenidos y corregidos. Este trabajo tiene como objetivo generar pensamiento crítico a partir de la lectura de cuentos de hadas en sus dos versiones: original y alterna. Se elabora con personal del Colegio Liceo Colombia, ubicado en la calle 138 # 54 C- 40, Barrio Colina Campestre, en la ciudad de Bogotá, específicamente con los estudiantes del grado quinto y los docentes del área de Lenguaje y Ciencias Sociales. El proceso consistió en aplicar el método de investigación-acción a través de la ejecución de varias técnicas que permiten evaluar los resultados (Prueba tipo saber, avancemos, entrevistas, encuestas, diario de campo y talleres de aplicación). Los resultados indican que la estrategia educativa aporta a la formación de pensamiento crítico por medio de la lectura. Se concluye que el profesor debe darle al estudiante las pautas de lectura por medio de las estrategias (Interés, atención, suposición, síntesis), generar un proceso de formación en el cual vea la importancia de leer y de este modo fortalecer la lectura y pensamiento crítico, entendido éste, en el proceso lector, como una forma de pensamiento que evalúa las ideas e información con el propósito de decidir qué aceptar y qué creer. El pensamiento crítico, referencia a una lectura crítica, que reflexiona, cuestiona, analiza, es activa y propositiva. Es decir, una lectura como disposición del lector, para tratar de llegar al sentido profundo del texto, a las ideas que no se ven, a los fundamentos, razonamientos y a la ideología que subyace en él, lo cual posibilita tener en cuenta diversas explicaciones y no dar por sentado nada, sino desarrollar el cuestionamiento, la sospecha y la duda

Abstract

There is a big concern for the absence of the critical attitude and low levels of reading in students. These voices are regularly heard: children and young people do not read and if they read do it too poorly. Many people hold responsible to environment factors like: bad reading habits, or external factors such as lighting, posture, bad materials, among others. In fact, these can be intervened and corrected. This work is aiming at generating the critical thinking from the analysis of fairy tales in its original and alternate versions. It is rely on the language and social sciences teachers from Liceo Colombia school, located at 54C-40 138_street in Colina Campestre neighborhood in Bogotá city, and directed towards fifth grade students. The process was done applying the action-research method, through the execution of several techniques that allow results evaluation like (“Saber” test, "avancemos" test, interviews, surveys, field journals and application workshops). The results indicated that, this educational strategy contributes to promote the students critical thinking by means of reading. It is concluded that teachers should give reading patterns to students like: interest, attention, assumption, synthesis, also generate a training process in which they see the importance of reading, and in this way, strengthen reading and critical thinking, understood in the reading process, as a thinking way that evaluates ideas and information, in order to decide what to believe and what to accept. Critical thinking, references to a critical reading that is active, proactive, reflects, questions, and analyzes. It means a reading as a reader willingness, to try to get the text deep meaning, the ideas which are not seen, the foundations, reasoning and the ideology that underlies in it. This makes possible to take into account various explanations and do not take anything for granted; but develop suspicion and questioning

URI

http://hdl.handle.net/11396/5483

Collections

Especialización en Pedagogía y Docencia Universitaria [124]