Universidad Nacional Final

8/17/2019 Universidad Nacional Final

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UNIVERSIDAD NACIONAL

“PEDRO RUIZ GALLO”

FACULTAD DE CIENCIAS HISTÓRICOSOCIALES Y EDUCACIÓN

PROYECTO DE TESIS

MAESTRÍA EN CIENCIAS DE LA EDUCACIÓN

MENCIÓN: INVESTIGACIÓN Y DOCENCIA

AUTORES:CHAMAYA BECERRA, FelieSOSA COVE!AS, M"#$el

ASESOR:

L"%&"'e($e ) Pe*+

-./0

PROYECTO DE TESIS MAESTRÍA

“PROGRAMA DE DEBATE PARA ME1ORAR EL PENSAMIENTO CRÍTICO EN

EL 2REA DE COMUNICACIÓN DE 3UINTO GRADO DE SECUNDARIA DE LA

INSTITUCION EDUCATIVA PARTICULAR “DIVINO 1ES4S” ) M2NCORA -./0


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I ASPECTOS INFORMATIVOS:

/ TÍTULO DEL PROYECTO DE INVESTIGACIÓN:

“PROGRAMA DE DEBATE PARA MEJORAR EL PENSAMIENTOCRÍTICO EN EL ÁREA DE COMUNICACIÓN DE QUINTO GRADO DE

SECUNDARIA DE LA INSTITUCION EDUCATIVA PARTICULAR “DIVINO

JESÚS” – MÁNCORA 201!

- PERSONAL INVESTIGADOR

-/ AUTORES:

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-- ASESOR:

5 TIPO DE INVESTIGACIÓN:

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6 MAESTRÍA EN CIENCIAS DE LA EDUCACIÓN

MENCIÓN:

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6 LOCALIDAD E INSTITUCIÓN DONDE SE DESARROLLAR2 EL

PROYECTO:

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7 DURACIÓN ESTIMADA DEL PROYECTO

7/ FECHA DE INICIO : J.-%/ 201!


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7- FECHA DE T8RMINO : S#3%#),# 201

9 PRESENTADO POR:

====================== ==================== "#$% C'()(*( B#+#,,( M(-.#$ S/( C/#( AUTOR AUTOR

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II ASPECTOS DE LA PROBLEM2TICA

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5// Vill" M -./- PENSAMIENTO CRÍTICO EN ESTUDIANTES DE

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)/3,(,/- )#/, -%#$ 6# -()%#-3/ +,3%+/!

3.1.2. Romero N. Flor (2008 INFLUENCIA DEL PROGRAMA !DPC"#

EN EL DESARROLLO DEL PENSAMIENTO CRÍTICO# EN EL

$REA DE CIENCIAS SOCIALES# EN LOS ESTUDIANTES DEL

SEGUNDO GRADO DE SECUNDARIA DE LA I. E. N%

81003 !C&SAR A'RAAM )ALLE*O MENDO+A"# TRU*ILLO

L/ '($$(F4/ 6# $( %-#3%4(+%5- ).#3,(- @.# $( ,/-( &.#6#-&,/+#(, +,3%+()#-3# $( %-?/,)(+%5- %#)&,# * +.(-6/ # $# &,/&%+%# $/

#&(+%/ -#+#(,%/ / +/-/F+(- #3,(3#4%(! L.#4/ 6# $( (&$%+(+%5- 6#$

&,/4,()( “DPC”8 $/ #3.6%(-3# )/3,(,/- .-( )#/,( #3(63%+()#-3#

($3()#-3# %4-%?%+(3%( #-3,# #$ &,# * #$ &/3 3#3! L( %-#3%4(+%5- +/-?%,)(

@.# $/ #3.6%(-3# &.#6#- 6#(,,/$$(, #$ -()%#-3/ +,3%+/ #- 3(-3/

#(- +(&(+%3(6/ &(,( 3($ ?%-!

3.1.3. Se,-or# G. (200/ !APLICACIN DE UN PROGRAMA'ASADO EN ESTRATEGIAS COGNITI)AS PARA EL

DESARROLLO DE LAS A'ILIDADES DE PENSAMIENTO

CRÍTICO EN EL $REA DE CIENCIAS SOCIALES# EN LOS

ALUMNOS DEL PRIMER AO DE EDUCACIN SECUNDARIA"

D# )/6/ %)%$(, ( $( %-#3%4(+%5- (-3#,%/,8 $( (&$%+(+%5- 6# .- &,/4,()(

6# #3,(3#4%( +/4-%3%( ,#.$35 #?%+(F #- #3.6%(-3# 6# $/ &,%)#,/

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3.1.. M--rl456# A. (2007 !ESTRATEGIA 'ASADA EN LA T&CNICA

DEL ESTUDIO DE CASOS EN EL DESARROLLO DEL

PENSAMIENTO CRÍTICO EN ALUMNOS DEL TERCER GRADO

DE EDUCACIN SECUNDARIA# EN EL $REA

DE MATEM$TICA DE LA INSTITUCIN EDUCATI)A

!LEONCIO PRADO"

A@. # &,/&./ (&$%+(, $( 3>+-%+( 6#$ #3.6%/ 6# +(/ &(,( 6#3#,)%-(, %

>3( ,)%3( &,/)/#, #$ -()%#-3/ +,3%+/ #- $/ #3.6%(-3# 6#$

4,.&/ #,%)#-3($! L/ ,#.$3(6/ /3#-%6/ ?.#,/- (3%?(+3/,%/! E$

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#$(/,(+%5- 6#$ %-3,.)#-3/ 6# ,#+// 6# 6(3/!

3.1./. R-,ol9,# A.(2008 !IMPLEMENTACIN : E)ALUACIN DE

UNA PROPUESTA METODOLGICA ORIENTADA AL

DESARROLLO DEL PENSAMIENTO CRÍTICO# A PARTIR DE

LOS CONTENIDOS DE CASTELLANO : LITERATURA# EN ALUMNOS DE PRIMER AO DEL CICLO DI)ERSIFICADO"

A &(,3%, 6# $( %-#3%4(+%5- # +/-+$.*# @.# $( #6.+(+%5- &(,( )#6%/ #

.-( &,7+3%+( @.# #3%).$( #$ #-3,#-()%#-3/ 6# $/ #3.6%(-3# #- $(

,+#&+%5- +,3%+( 6# $/ +/-3#-%6/ @.# # 3,(-)%3#- ( 3,(> 6# $/

)#6%/ 6# +/).-%+(+%5- * @.# #3/8 .)(6/ ( /3,( 7,#( 6#

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5- BASE TEÓRICA CIENTÍFICAS

5-/ EL DEBATE

ETIMOLOGÍA


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HISTORIA

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# .((- &(,( %)&/-#, $( #%3#-+%( 6# D%/8 ( +(,4/ 6# $/ /%&/

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(3#-+%5- # +#-3,5 #- $/ 4,.&/ 6# 6%+.%5- 4.%(6/ &/, $/ &,/&%/

&(,# * -/ &/, #$ 6/+#-3#8 3($ +/)/ # &/-# #- #%6#-+%( #- $/

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+5)/ #$ 6#(3# &.#6# $$#(, ( $/ ($.)-/ ( .-( )#/, +/)&,#-%5-

6#$ 3#3/!

DEFINICIÓN

L( U-%#,%6(6 6# C5,6/( 2011K $/ 6#?%-# +/)/ .-( 3>+-%+( 6#

+/).-%+(+%5- /,($ 6/-6# # #&/-# .- 3#)( * .-( &,/$#)73%+(! N/


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4#-#,($)#-3# # +/-?/,)(- 4,.&/ 6# #3.6%/ $/ +.($# #&$%+(-

. %6#( #- ,#$(+%5- ($ 3#)( #- +.#3%5-8 @.# 6## .&/-#, 6/ /

)7 &/%+%/-# /&.#3(! L/ (,4.)#-3/ ( &,##-3(, # &.#6#- %,

?/,)(-6/ +/- $( %6#( 6#$ /&/%3/,8 &/, $/ 3(-3/ # -#+#(,%/ 3#-#,

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L/ 6#(3# &.#6#- #, .-( )(-#,( ).* #?#+3%( &(,( @.# $/

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5-- LA T8CNICA DEL DEBATE

E3( 3>+-%+( #37 ,#$(+%/-(6( -3%)()#-3# +/- $( #$(/,(+%5- 6#

?.-6()#-3/8 $( 3/)( 6# &/%+%5- ?,#-3# ( .- 3#)(8 * $( +/).-%+(+%5-

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T##6( * M#$4(,#/ 2003/6/

6/-6# #$ ($.)-/ 6#?%#-6# .- &.-3/ 6# %3( 6# )(-#,( 4,.&($8 #- &,/

/ #- +/-3,( ,#+3/ ( .- 3#)( +/-3,/#,%($ )#6%(-3# $( 6%+.%5-!

E- ,#$(+%5- ( #3# &.-3/ R'(38 (#,)(- * /3,/ 1K 6%+#- @.#

“#$ ,#/ &/, $/ ($.)-/ * . #?.#,F/ &/, -(, /-

(+,#+#-3(6/ +/- $( 6%+.%5-8 #3/ -#+#%3(- /&/,3.-%6(6# 6#

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2010K E3,(3#4%( 6# #-#(-F( * (&,#-6%F(# #- #$ 7,#( 6#-/)%-(

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)(-%?%#3#- $( &,/&%(! E$ ($.)-/ 6##,7 #&,#(, /,($)#-3# $/ @.#

&%#-( /,# #$ 3#)(8 &,##-3(-6/ (,4.)#-3/ @.# .3#-3#- .

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$%,#)#-3# . &/%+%5- *8 % #3.%#,(- %-6#+%/8 3()%>- #&/-6,7-

$/ )/3%/ 6# #$$/!

5-5 FUNCIÓN DEL DABATE EN EL MEDIO ACAD8MICO


16/90

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6# +$(#8 $/ 6#(3# .#$#- ,#($%F(,# +/- ?,#+.#-+%(8 (.-@.# +/-

+(,(+3#,3%+( )#-/ ?/,)($#!

C/)/ *( )#-+%/-()/8 #$ 6#(3# # .-( 3>+-%+( ..($ #- #$ ($5- 6#

+$(# @.# # 6#(,,/$$( 6# )(-#,( %-?/,)($ * @.#8 ).+'( #+#8 -/

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( +/)/ #$ ,#/ * $( 3/$#,(-+%( (-3# /&%-%/-# 6%?#,#-3#!

5-6 ESTRUCTURA

L( #3,.+3.,( 6#$ 6#(3# #37 .#3( ( $( ,#4$( &,#%()#-3#

6#3#,)%-(6( &/, $/ &(,3%+%&(-3# * #$ )/6#,(6/, %- #)(,4/8 6#

)(-#,( 4#-#,($8 $/ 6#(3# +/-3(- 6# +.(3,/ ?(#: $( (,3.,(8 #$

+.#,&/ 6#$ 6#(3#8 #%5- 6# &,#4.-3( * ,#&.#3(8 * $( +/-+$.%5-!

/ L( (,3.,( 6#$ 6#(3# #37 ( +(,4/ 6#$ )/6#,(6/,8 @.%#-

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&/3.,(! T()%>- #&$%+( $( 6%-7)%+( ( #4.%, * ,#+.#,6( ( $/

&(,3%+%&(-3# $( ,#4$(8 &,#%()#-3# #3($#+%6(!

- E$ +.#,&/ 6#$ 6#(3# #37 ( +(,4/ 6# $/ &(,3%+%&(-3# * # $( ?(#

@.# # (%4-( ( $( 6%+.%5- 6#$ 3#)(! E #- #3( #3(&( 6/-6# #

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* ,#&.#3(!

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?/,)( /,6#-(6(!

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5-0 PASOS PARA LA ORGANIZACIÓN DEL DEBATE:

A A-3# 6#$ 6#(3#:

1! E$#4%, .- 3#)( 6# %-3#,> @.# 4#-#,# +/-3,/#,%(!

2! P,#&(,(, $/ +/-3#-%6/ 3#5,%+/!

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P/#, P/%-38 (+#3(3/8 #3+!K!

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5-7 REGLAS Y RECOMENDACIONES GENERALES:

• R#(, #$ 3%#)&/ 6# +(6( .-/ 6# $/ &(,3%+%&(-3#!

• D/ / )7 ,/-( -/ &.#6#- '($(, ($ )%)/ 3%#)&/!

• N/ %)&/-#, -%-49- &.-3/ 6# %3( ,/-($!

• N/ .,$(,# 6# %-3#,#-+%5- 6# -(6%#!

• ($(, +/- #4.,%6(6 * $%#,3(6!

• E+.+'(, +/- (3#-+%5-

• U3%$%F(, .- /+(.$(,%/ (6#+.(6/8 #%3(-6/ &($(,( 6# ,#4%3,/

%-?/,)($ / ($3%/-(-3#!

5-9 PROPUESTAS DE AUTORES O INVESTIGADORES SOBRE CÓMO

TRABA1AR LA T8CNICA DEL DEBATE

G.%$$#,)/ S7-+'#F P,%#3/8 6/+#-3# 6# $( U-%#,%6(6 P/-3%?%+%(C/)%$$( 6# M(6,%6 .3%$%F5 ($ 6#(3# +/)/ .-( '#,,()%#-3( 6%67+3%+( *

#($.(3%( #- #$ (.$(! S. )/6#$/ 4%,( #- 3/,-/ ( .-( &,#4.-3( @.# #$

&,/?#/, +/).-%+( ( $/ ($.)-/ +/- 3%#)&/ .?%+%#-3# &(,(

&,#&(,(,$/! L/ ($.)-/ 6%%6%6/ #- 4,.&/ 6# +.(3,/ / +%-+/ +/)/

)7%)/ 6#?%#-6#- / (3(+(- 6%+'( &,#4.-3( #49- #$ ./ 6# 3.,-/ 6#

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ANALIZAR INFORMACIÓN

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INFERIR IMPLICANCIAS YO CONSECUENCIAS

E3( # $( 6#3,#F( 6# $/ .#3/ &(,( '(+#, &,#6%++%/-# ,(F/-($#

/,# $/ #?#+3/ 6# .-( %3.(+%5- ( &(,3%, 6# 6(3/ #&$+%3/8 &/,

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PROPONER ALTERNATIVAS DE SOLUCIÓN

E $( +(&(+%6(6 6# $/ #3.6%(-3# 6# #3($#+#, &/%$# ,#&.#3(

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ARGUMENTAR POSICIÓN

S/- $( (?%,)(+%/-# * /&%-%/-# 6# ,#&($6/ / ,#+'(F/ @.# ,#($%F(-

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5-/- ESTANDARES DEL PENSAMIENTO CRÍTICO:

L/ #37-6(,# %-3#$#+3.($# .-%#,($# /- %-6%+(6/,# @.# 6##-

.3%$%F(,# &(,( %6#-3%?%+(, '(3( 65-6# $/ #3.6%(-3# #)&$#(- #$


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(&,#-6%F(#! P#-(, +,3%+()#-3# %)&$%+( 6/)%-(, #3/!

L/ &,%-+%&($# /- K:

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# +/-?./8 -/ # &.#6# (#, % # #(+3/ / ,#$#(-3#!

Exactitud : U- #-.-+%(6/ ,#&/-6# ($ 3#)( #+?%+/!

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%)&/,3(-3# * %4-%?%+(3%/ -/ $/ .,?%+%($#!

Amplitud : U-( $-#( 6# ,(F/-()%#-3/ +/-%6#,( 3/6/ $/ ?(+3/,#!

Lógica: C.(-6/ -()/ /,6#-()/ .-( #,%# 6# %6#(! C.(-6/

$( %6#( +/)%-(6( # (&/*(- #-3,# * 3%#-#- #-3%6/8 #$-()%#-3/ # $54%+/!

5-/5 BASES PSICOLÓGICAS DEL PENSAMIENTO CRÍTICO:

P(,3%#-6/ 6# $( 6%?#,#-3# 6#?%-%+%/-# 6# -()%#-3/ +,3%+/ #

&.#6# 6#6.+%, @.# #3( +(&(+%6(6 ?/,)( &(,3# 6# $( 9$3%)( #3(&( 6#$

&,/+#/ +/4-%3%/ 6# $( 3#/,( &%(4#3%(-(! E3( 3#/,( +/)&,#-6# #$

#3(6%/ #-/,%/)/3,%F8 6#6# #$ -(+%)%#-3/ '(3( $/ 2 (/ 6# #6(6

#$ #3(6%/ &,#/,(+%/-($8 6# 2 ( (/ 6# #6(6 #$ #3(6%/ 6# $(/,(+%/-# +/-+,#3(8 6# ( 11 (/ 6# #6(6 * #$ #3(6%/ 6# $(

/,(+%/-# ?/,)($#8 6# 11 ( (/ 6# #6(6 '(3( $( (6.$3#F!

S(-3,/+8 2002K

P(,( P%(4#3 #- D#$($ 1K ($,#6#6/, 6# $/ 11 ( $/ 1 (/8 $(

,/-( &%#-(- 6# ?/,)( (3,(+3(8 %6#($%3( * $54%+(8 &/, 3(-3/ /-

+(&(+# 6# #3($#+#, '%&53#% * &$(-3#(, /$.+%/-# ( &,/$#)(

( +/)/ $$#4(, ( +/-+$.%/-#! E3/ 9$3%)/ %-6%+(,( &(,( #$ (.3/, @.#$/ (6/$#+#-3# *( '(+#- ./ 6# .- ,(F/-()%#-3/ '%&/3>3%+/


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)(3#,%( 6# #3.6%/ 6# #3( %-#3%4(+%5- * $( #3(&( 6# /,(+%/-#

?/,)($# #3($#+%6( &/, #$ &%+5$/4/ .%F/!

P(,( D#$($ 1K # 6.,(-3# #$ ,/6/ 6# $( /,(+%/-# ?/,)($#

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#3#!

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6#$ -()%#-3/ ?/,)($ $/ +/-3%3.*# #$ #-3,#-()%#-3/ #- $( (&$%+(+%5-

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EBR +/- .- -%#$ (+#&3($# 6# -()%#-3/ ?/,)($!

5-/6 ENFO3UES DE ENSE!ANZA DEL PENSAMIENTOCRÍTICO:

B/%#,3 200K ,#+/)%#-6( (6/&3(, .- )/6#$/ 4$/($ 6# #-#(-F(

6#$ -()%#-3/ +,3%+/ @.# %-+$.*# .-( #3(&( 6# +/-/+%)%#-3/ 6# $(

'(%$%6(6# 6#$ -()%#-3/8 /3,( #3(&( 6# +/-/+%)%#-3/ 6# $/

&,/+#/ 6# -()%#-3/ * .-( 3#,+#,( @.# +/)&,#-6# $(

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)#3(+/4-%+%5-! E$ (.3/, 3()%>- &,##-3( /3,/ #-?/@.# @.# ( .

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&,##-3( .- ,#.)#- 6# #3/ #-?/@.#:

E-?/@.# +#-3,(6/ #- $( '(%$%6(6#8 #37 ((6/ #- $( 6%%%5-

6#$ -()%#-3/ +,3%+/ #- 6%?#,#-3# '(%$%6(6# +/)/ %-3#,&,#3(,

/ (-($%F(,8 $( )%)( @.# 6##- #, (&,#-6%6( * $.#4/

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#$ '#+'/ 6# @.# $/ ($.)-/ ,#.#$(- &,/$#)( #49- .-(

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6# $/ @.# # 3,(3( # 6# &,#&(,(, ($ ($.)-/ &(,( /#,(,8

+/)&(,(, * 6%+#,-%, +%#,3( %-?/,)(+%5- @.# $/ &.#6( +/-6.+%, (

#$(/,(, .- .%+%/!

P/, /3,/ $(6/ E--%8 +%3(6/ &/, B/%#,3 200K #3($#+%5 +.(3,/

#-?/@.# &(,( $( #-#(-F( 6#$ -()%#-3/ +,3%+/8 $/ +.($# /-:

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4#-#,($ * #$ #-?/@.# 6# $( %-?.%5- / #$ 6# $( %-)#,%5-!

5-/0 T8CNICAS DE ENSE!ANZA DEL PENSAMIENTO CRÍTICO:

L( %-#3%4(+%5- (.)# $( +/-+#&+%5- +/4-%3%( 6#$ (&,#-6%F(# &/,

3(-3/ +/-%6#,( ($ ($.)-/ &,/3(4/-%3( 6#$ &,/+#/ #6.+(3%/8 @.%#-

#,7 4.%(6/ &/, #$ )(#3,/ @.# 6#-3,/ 6#$ )(,+/ +/-3,.+3%%3( (+39(

+/)/ #$ /,%#-3(6/, 6#$ (&,#-6%F(#!

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3>+-%+( 6# (&,#-6%F(# @.# &(,( #$ +(/ 6#$ -()%#-3/ +,3%+/

(/,6#- . 6%3%-3( .'(%$%6(6# 3(-3/ +/4-%3%( +/)/ (?#+3%(!

A +/-3%-.(+%5- # &,##-3( .-( #$#++%5- 6# 3>+-%+( * #3,(3#4%(

@.# &/%%$%3(- #$ 6#(,,/$$/ 6#$ -()%#-3/ +,3%+/!

ORGANIZADORES GR2FICOS

L/ /,4(-%F(6/,# +/-3%3.*#- .-( 3>+-%+( 7$%6( &(,( &,/+#(,

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(+3/ &/%3%/ * -#4(3%/8 $( %,3.6# * 6#?#+3/8 $(

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LECTURA CRÍTICA

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T8CNICA DEL DEBATE


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T8CNICA DEL TRABA1O COOPERATIVO

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T8CNICA DEL ENSAYO

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5-/7 LOS PROCESOS DE ENSE!ANZA ) APRENDIZA1E

El pensamiento crítico pedagógico se forma, se desarrolla y

se expresa en actividades estructuradas y con sentido, que

implican orientaciones, ejecuciones y controles desde los

cuales el sujeto que aprende ejercita principalmente los

procesos de análisis, síntesis, abstracción y generalización en

los contenidos del área y que actúan como procesos básicos

para el ejercicio de procedimientos mentales de orden

superior como la búsqueda de relaciones de coherencia, de

contradicción y de reconocimiento de aspectos ambiguos

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5-/9 EDUCACIÓN BASADA EN COMPETENCIAS:

!a educación basada en competencias es una nueva

orientación educativa que pretende dar respuestas a la

sociedad de la información El concepto de competencia, tal y

como se entiende en la educación, resulta de las nuevas

teorías de cognición y básicamente signi"ca saberes de

ejecución #uesto que todo proceso de $conocer% se traduce

en un $saber%, entonces es posible decir que son recíprocos

competencia y saber& saber pensar, saber desempe'ar, saber

interpretar, saber actuar en diferentes escenarios, desde sí y

para los demás (dentro de un contexto determinado)

*homs+y (-./), a partir de las teorías del lenguaje, instaura

el concepto y de"ne competencias como la capacidad y

disposición para el desempe'o y para la interpretación !a

educación basada en competencias

(0olland, -112-3) se centra en las necesidades, estilos de

aprendizaje y potencialidades individuales para que el

alumno llegue a manejar con maestría las destrezas

se'aladas por la industria 4ormula actividades cognoscitivas

dentro de ciertos marcos que respondan a determinados

indicadores establecidos y asienta que deben quedar abiertas

al futuro y a lo inesperado 5e esta manera es posible decir,que una competencia en la educación, es una convergencia

de los comportamientos sociales, afectivos y las habilidades

cognoscitivas, psicológicas, sensoriales y motoras que

permiten llevar a cabo adecuadamente un papel, un

desempe'o, una actividad o una tarea


48/90

6ardner (--.), por ejemplo, en su 7eoría de las 8nteligencias

9últiples distingue de la siguiente manera las competencias

que deben desarrollar los alumnos en el área del arte&

Producción 0acer una composición o interpretación

musical, realizar una pintura o dibujo, escribir

imaginativamente o creativamente

Percepción Efectuar distinciones o discriminaciones desde

el pensamiento artístico

Refexión. :lejarse de la propia producción e intentar

comprender los objetivos, motivos, di"cultades y efectos

conseguidos

*omo se puede apreciar, 6ardner se'ala que quien se educa

para producir artísticamente ha de construir percepciones

que van más allá de las habilidades de saber mirar, observar,

captar y que, por lo tanto, las otras habilidades conjuntas a la

competencia $construir percepciones% son& saber distinguir y

discriminar desde el pensamiento artístico y desde un marco

conceptual que fundamente la relación entre las habilidades,

los procesamientos cognitivos y los valores :sí, las

competencias se acercan a la idea de aprendizaje total, en la

que se lleva a cabo un triple reconocimiento&

a) ;econocer el valor de lo que se construye

b) ;econocer los procesos a trav


49/90

debiera ser una ense'anza puede sintetizarse en la propuesta

de objetivos generales siguientes

a 8niciar y desarrollar en los estudiantes un proceso de

planteamiento de preguntas (m


50/90

i ;ealizar propuestas y alternativas de solución para

afrontar el problema materia de investigación

j Elaborar conclusiones

+ Elaborar un informe sobre el tema investigado

55 CONCEPTUALIZACIÓN

55/ T8CNICA DEL DEBATE

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55- PENSAMIENTO CRÍTICO

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56 DEFINICIÓN DE T8RMINOS

/6/ ORIENTACIONES METODOLÓGICAS:

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^ (&,/ ( #+.+'(,8 #$ 20 ^ (&,/ ( '($(,8 #$ 2 ^ (&,/ ( $##, * #$

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(&,#-6%F(#8 @.# &,/&/-#- #$#* %$#, * R%+'(,6 P(.$ &(,(

6#(,,/$$(, #$ -()%#-3/ +,3%+/ #- $( #%5- 6# (&,#-6%F(#!

/6- T8CNICA PEDAGÓGICA GRUPAL:

L( 3>+-%+( 4,.&($# +/-3%3.*#- &,/+#6%)%#-3/ / )#6%/

%3#)(3%F(6/ &(,( /,4(-%F(, * 6#(,,/$$(, $( (+3%%6(6# 6# 4,.&/

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“6%-7)%+( 6# 4,.&/”! E37- #- ?.-+%5- 6# 6#3#,)%-(6/ &,/&5%3/

6%67+3%+/!

/65 CAPACIDADES SUPERIORES

L%&)(-8118 $( 6#?%-# “E$ +/-.-3/ 6# (++%/-# %-3#,%/,%F(6(8/,4(-%F(6( * +//,6%-(6(8 @.# &,/&%+%(- .- (6#+.(6/

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&(,( #$ (&,#-6%F(#8 +(&(+%6(6 +/)&$#( @.# ,)%3# ($ #3.6%(-3# (

&$(-3#(, &,#4.-3( * &,/$#)( ##-+%($#8 #+/4#, * #($.(,

%-?/,)(+%5- ,#$#(-3#8 $$#4(, ( +/-+$.%/-# * /$.+%/-# %#-

,(F/-(6( * ( +/).-%+(,# 6# )(-#,( #?#+3%( +/- $/ 6#)7!

/66 CIUDADANÍA:

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+/)/ #$ 6#(3# / $( (()$#(8 ,)%3#- ($ #3.6%(-3# ( /&%-(,86#+%6%,8 (+3.(, * (.)%, ,#&/-(%$%6(6# .+(-6/ #$ %#- +/)9-8


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6/-6# #- +$(# #)&%#F(- +/- .- 6%#-/ * 3#,)%-(- #- .- +/-#-/

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/60 CONVIVENCIA DEMOCR2TICA:

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