Rimanakuy: Critical and pedagogical strategy based on dialogue in high school students of the I.E. Palestine

Abstract

Critical thinking corresponds to a reflective and rational act or activity that human beings do, in order to evaluate or value their actions; Therefore, the objective of the research was to analyze the "Rimanakuy" pedagogical strategy in strengthening critical thinking in high school students of the I.E. Palestina. Methodologically, the work is located in the qualitative paradigm, in the hermeneutical approach under the descriptive research method. To record the data collected, a critical thinking diagnostic test, rubric, recording, field diary and a focus group with students and teachers were used. The work unit consisted of 19 10th grade students and 8 teachers. The theoretical and empirical results indicated that it is possible to design a critical pedagogical strategy based on dialogue, based on theorists such as Freire, Vygotsky, Habermas, Limpan and Flecha. In conclusion, students do not have critical thinking, and the development of this type of skills that will allow students to be citizens capable of making decisions according to their context is decisive for current education.