El Stand Up como recurso metodológico para desarrollar el pensamiento crítico

Abstract

The research proposes an innovative pedagogical proposal that capitalizes on the characteristics of stand-up for the development of critical thinking in the classroom, through Cultural Artistic Education. This pedagogical approach was meticulously designed, covering all stages of the educational process: anticipation, construction and consolidation. Described in detail, this design seeks to be easily replicated by other teachers. The research was carried out at the "Ciudad de Cuenca" School of Basic Education, with the participation of 90 students between 11 and 12 years old. After the application of the proposal, a pair of evaluation rubrics were used: one to evaluate the execution of the stand-up and another for the students to analyze their own experience, putting into play key elements of critical thinking such as argumentation and decision-making. decisions. The results obtained reveal significant progress in understanding and addressing the problem of developing critical thinking in the educational context. Although progress was seen in areas such as verbal expression and time management during stand-up performances, challenges remain in fundamental aspects such as critical thinking, confidence, and the ability to reflect on the impact of personal experiences. In conclusion, this research highlights the importance of adopting innovative pedagogical approaches that harness the potential of stand-up to foster key cognitive skills in students. While notable progress has been made, it is clear that work to strengthen critical thinking in education must continue, with a renewed emphasis on confidence and critical reflection