Desarrollo del pensamiento crítico a través de las artes plásticas en estudiantes de sexto grado del Colegio Distrital Unión Europea-Bogotá.

Abstract

In this Educational Intervention Project (P.I.E.), a problem that arises in the students of the sixth grade of Secondary School, belonging to the District School Unión Europea, located in the District of Ciudad Bolívar, in Bogotá D.C., was taken into account for its development. The difficulties present in this group of students lies in the lack of development of the dimensions concerning critical thinking, which generates in them difficulties to evaluate and analyze information in a rigorous and systematic way, thus affecting their ability to understand and interpret data effectively. Therefore, it was considered important to carry out this work from a qualitative approach, with an action-research methodology. Likewise, the Participant Observation data collection technique was used, as it places the researcher in the same place where the events took place, thus giving him/her the possibility to the researcher, thus giving him/her a privileged position to have a better understanding of the facts. It is worth mentioning that this technique is accompanied by the data collection instrument called the Field Diary. The field diary is used to record each event that is considered important and relevant to address the central problem. and which, after its respective analysis, a solution is proposed. In view of the events, it is In view of the events, it is considered fundamental to make a pedagogical intervention with these students; this has been called: Developing my critical thinking. This proposal is aimed at strengthening the students' competencies, their personal and academic performance. It is concluded that the visual arts are a valuable tool to foster the development of critical thinking in students. the development of critical thinking in students, thus improving their observation, analysis, synthesis and effective communication skills, synthesis and effective communication. It also allows the teacher to provide constructive feedback and opportunities for reflection