Description

Critical thinking corresponds to a reflective and rational act or activity that human beings perform to evaluate or assess their actions. Therefore, the objective of this research was to model a pedagogical strategy to strengthen critical thinking in middle school students of Palestina Educational Institution. Methodologically, the work is located in the qualitative paradigm, with a hermeneutic approach, under the descriptive research method. To record the data collected, a diagnostic test of critical thinking, a rubric, a file, a field diary, and a focus group with students and teachers were used. The work unit consisted of tenth and eleventhgrade students and teachers. The theoretical and empirical results indicate that it is possible to design a critical-pedagogical strategy founded on dialogue, which is based on recognized theorists such as Freire, Vygotsky, Lipman, Flecha, and De Zubiría.