Los juegos de rol, como estrategia para el desarrollo del pensamiento crítico y competencias comunicativas de interpretación y argumentación, en estudiantes de grado noveno del Colegio Prado Veraniego IED

Abstract

The pedagogical strategy entitled Thinking, Acting to Survive (A Role Playing Game), constitutes a playful proposal, to deal with topics that interrelate the natural sciences with each other and with other disciplines, so that the ninth grade students of the Prado Veraniego IED school, when interpreting and contextualizing them, support their critical thinking development processes through communication skills, mainly interpretation and argumentation. Since it is observed in many of the students of the ninth grade, the difficulty to interpret, contextualize and propose argued solutions, to problematic situations that arise, therefore, with the creation of the role play, it is expected to improve these communication skills. The game begins with the formation of two societies, where each individual of the group works collaboratively, from their role, facing the problem situations that arise during the game, which allows to debate, confront, reach agreements or dispute, since the negotiations between them. Each group organizes its social, economic and cultural structure, where each individual is inserted from their role and participates during the game, to get part of a territory that during the game will be in dispute. To do so, they must inquire, create their speech and organize with his partners. It is necessary to systematize the information about creation and experiences with role plays for secondary school, where cross-cutting themes are addressed, which allow analyzing the relevance or not, of this type of games for the development of critical thinking in adolescents.