La narrativa del realismo social ecuatoriano en el pensamiento crítico. -1-
Fecha
2023-03
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación.
Resumen
El presente trabajo investigativo tiene como objetivo explicar la importancia de utilizar una guía didáctica en la clase de lengua y literatura, para desarrollar las habilidades del pensamiento crítico de los estudiantes mediante obras de realismo social ecuatoriano. La investigación fue realizada en la Unidad Educativa Francisco Huerta Rendón, donde se entrevistó a la autoridad y una docente, Asimismo, se encuestó a estudiantes de 2 BGU, donde se evidenció que existe una limitación en el uso de herramientas didácticas en el área de literatura, haciendo que los estudiantes no se interesen en la clase. Como una posible solución, se elaboró una guía didáctica con talleres lúdicos, basados obras literarias de realismo social ecuatoriano, donde van a preguntar, debatir, entrevistar y discutir en grupos los temas de esos textos, desarrollando las habilidades que un pensador crítico presenta: solución de problemas, análisis, argumentación y evaluación.
The present research work aims to explain the importance of using a didactic guide in the language and literature class, to develop the critical thinking skills of students through works of Ecuadorian social realism. The research was carried out in the Francisco Huerta Rendón Educational Unit, where the authority and a teacher were interviewed, Likewise, students of 2 BGU were surveyed, where it was evidenced that there is a limitation in the use of didactic tools in the area of literature, making students not interested in the class. As a possible solution, a didactic guide was developed with playful workshops, based on literary works of Ecuadorian social realism, where they will ask, debate, interview and discuss in groups the topics of these texts, developing the skills that a critical thinker presents: problem solving, analysis, argumentation and evaluation.
The present research work aims to explain the importance of using a didactic guide in the language and literature class, to develop the critical thinking skills of students through works of Ecuadorian social realism. The research was carried out in the Francisco Huerta Rendón Educational Unit, where the authority and a teacher were interviewed, Likewise, students of 2 BGU were surveyed, where it was evidenced that there is a limitation in the use of didactic tools in the area of literature, making students not interested in the class. As a possible solution, a didactic guide was developed with playful workshops, based on literary works of Ecuadorian social realism, where they will ask, debate, interview and discuss in groups the topics of these texts, developing the skills that a critical thinker presents: problem solving, analysis, argumentation and evaluation.
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Palabras clave
PENSAMIENTO CRÍTICO, REALISMO SOCIAL ECUATORIANO, GUÍA DIDÁCTICA
Citación
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