La narrativa de la generación del 30 para el fortalecimiento de la lectura en el nivel crítico-valorativo.
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2020-10
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Universidad de Guayaquil, Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
Educar en la lectura crítica conlleva al cultivo del pensamiento crítico-valorativo, muy característico en la resolución de perspectivas en conflicto, en la independencia de
juicio y en la rigurosa consideración de ideas que conducen a un comportamiento basado
en compromiso intelectual, en donde los sujetos se convierten en activos analizadores,
evaluadores y sintetizadores de la información que incorporan y transfieren a la práctica
en todos los ámbitos de su vida. Y es justamente lo que se pretende lograr con la guía
didáctica con lecturas dinámicas de la narrativa de la Generación del 30., en los
estudiantes de tercero bachillerato general unificado, de la Unidad Educativa Fiscal
“Puná”, de la parroquia Puná, que se conviertan en pensadores críticos, capaces de asumir
una posición frente al texto leído, proponer hipótesis, explicaciones, estar dispuestos a
recibir críticas constructivas, entre otros. Además de potencializar habilidades de lectura
como el análisis, argumentación, inferir, etc.
Educating in critical reading leads to the cultivation of critical-evaluative thinking, very characteristic in the resolution of conflicting perspectives, in the independence of judgment and in the rigorous consideration of ideas that lead to a behavior based on intellectual commitment, where the subjects they become active analyzers, evaluators and synthesizers of the information that they incorporate and transfer into practice in all areas of their lives. And it is precisely what is intended to achieve with the didactic guide with dynamic readings in the students of the third year of the unified general high school, of the Fiscal Educational Unit "Puná", of the Puná parish, that they become critical thinkers, capable of assuming a position in front of the read text, propose hypotheses, explanations, be willing to receive constructive criticism, among others. In addition, to enhancing reading skills such as analysis, argumentation, inferring, etc.
Educating in critical reading leads to the cultivation of critical-evaluative thinking, very characteristic in the resolution of conflicting perspectives, in the independence of judgment and in the rigorous consideration of ideas that lead to a behavior based on intellectual commitment, where the subjects they become active analyzers, evaluators and synthesizers of the information that they incorporate and transfer into practice in all areas of their lives. And it is precisely what is intended to achieve with the didactic guide with dynamic readings in the students of the third year of the unified general high school, of the Fiscal Educational Unit "Puná", of the Puná parish, that they become critical thinkers, capable of assuming a position in front of the read text, propose hypotheses, explanations, be willing to receive constructive criticism, among others. In addition, to enhancing reading skills such as analysis, argumentation, inferring, etc.
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NARRATIVA, GENERACIÓN DEL 30, LECTURA CRÍTICA-VALORATIVA
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