Narrativas hermenéuticas para la reflexión y el pensamiento crítico hacia una apropiación de los procesos de aprendizaje en las clases de inglés

Abstract

Strengthening the student’s role, it has as an active agent of the educational process, depends exclusively on thinking for himself / herself and this can be achieved through the exercise of narrating and being heard. For this reason, this research seeks the construction of hermeneutical narratives in I.E.D Los Naranjos’ fifth grade students for the development of the reflection and critical thinking towards the appropriation of their learning process in English classes. This research is articulated taking into account the strategy of the focus group, therefore, it is developed through four moments proposed in Quintero’s methodology (2018): “Moment I Participant registration and coding; Moment II Textual level pre- configuration of the narrative plot; Moment III Contextual and communicative level of the narrative plot and Moment IV Reconfiguration of the narrative plot” (p.137). As a result of the investigative process, it was possible, based on hermeneutical narratives to determine some learning attitudes and barriers, which although appear intermittently, promote reflective processes in the student where they construct and deconstruct events in order to discern them, appearing some dimensions of critical thinking which lead them to be more conscious and assertive in their learning process.