Beyond words, promoting critical and reflective thinking in pre-university education

Abstract

Introduction: Comprehension is a vital process in the acquisition of knowledge. Although much research has been done on this topic, difficulties still persist. For these reasons, this research work is developed in order to solve the shortcomings that students have in understanding literary texts in pre-university education. Its objective is to develop didactic mediations that contribute to an effective orientation for the understanding of texts and the development of critical-reflective thinking in students. Materials and methods: For the research, theoretical and empirical methods and ethnographic techniques were used: which allowed a correct diagnosis of the current state of the problem for its solution. Results: The literary discussion used as a didactic mediation enables the understanding of literary texts and guarantees the development of critical-reflective thinking. This work pays tribute to the projects: Adolescents, reading and digital platforms; Programs and Marxist Theory and ideological processes in contemporary Cuban society. Discussion: Reading is essential for the development of people, it is not the only thing that influences the learning of students, there are other variables that influence indirectly: for example; the news that they hear in the various media, the conversations they have with their friends, the diary when they spend time with their family, are also part of the development of their critical thinking. Conclusions: Teachers must assume an active, dynamic methodology such as teamwork to create critical and reflective awareness. In addition, reading must be understood not only as an exclusive task of the school but in it the entire educational community must be involved: students, teachers, family, society and state.