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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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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:
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5// Vill" M -./- PENSAMIENTO CRÍTICO EN ESTUDIANTES DE
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DEL ESTUDIO DE CASOS EN EL DESARROLLO DEL
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DE EDUCACIN SECUNDARIA# EN EL $REA
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LOS CONTENIDOS DE CASTELLANO : LITERATURA# EN ALUMNOS DE PRIMER AO DEL CICLO DI)ERSIFICADO"
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5-5 FUNCIÓN DEL DABATE EN EL MEDIO ACAD8MICO
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5-0 PASOS PARA LA ORGANIZACIÓN DEL DEBATE:
A A-3# 6#$ 6#(3#:
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5-7 REGLAS Y RECOMENDACIONES GENERALES:
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5-9 PROPUESTAS DE AUTORES O INVESTIGADORES SOBRE CÓMO
TRABA1AR LA T8CNICA DEL DEBATE
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.)%$6(6 %-3#$#+3.($: E3(, +/-+%#-3# 6# $/ $)%3# 6#$ &,/&%/
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C/)/ # '( &/6%6/ (&,#+%(, #%3# +/%-+%6#-+%( #-3,# $/
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+/-#+.#-+%(8 &,/&/-#, ($3#,-(3%( 6# /$.+%5- * (,4.)#-3(,
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ANALIZAR INFORMACIÓN
E- $/ 3%#)&/ (+3.($# $( %-?/,)(+%5- ,#+3/ 6# +.($@.%#, 3#)( #
(.-6(-3#8 &/, #$$/ # -#+#(,%/ @.# $/ #3.6%(-3# &/-4(- #-
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3%#-#- .- )/6#$/ +$(,/ * $/ ?.-6()#-3/ ,#@.#,%6/ &(,( '(+#,$/”!
P/, #$$/ # 6## &,(+3%+(, 6# ?/,)( /3#-%6( (+3%%6(6# @.#
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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 &/,
3(-3/ # ,#.$3(6/ 6# $( 6#6.++%5- * $( (+3%(+%5- 6# (#,# &,#%/
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P(,( E$6#, * P(.$ 200;K “3/6/ ,(F/-()%#-3/ +/-3%#-# %-?#,#-+%( /
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%4-%?%+(6/ ( $/ 6(3/”!
A%)%)/ Z.%,( 2010K ,#($3( $( +/)#-+%( &(,( %-3#,&,#3(, #
%-?#,%, +/)/ .-( 6# $( +/-6%+%/-# &(,( $/4,(, .- -()%#-3/
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/3,/ $(6/ P,/-(?+(& – P.+&2010K ,#($3( .-( #,%# 6# /,(+%/-#
@.# $/ .#3/ &.#6#- $/4,(, ($ %-?#,%,8 6# #$$( /- ,#$#(-3# &(,(#3( 6%)#-%5- (@.#$$( ,#?#,%6( ( ?/,).$(, +/-+$.%/-#8 %-?#,%,
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($4/” )%#-3,( @.# $( +/-#+.#-+%( “/- $( +/( @.# % .+#6#-
+.(-6/ (+39(”8 &/, $/ @.# $( %)&$%+(-+%( # #-+/-3,(,(- #- #$
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/3%#-# @.# $/ #3.6%(-3# 6##- (&,#-6#, ( ,(F/-(, /,# $/
&/%$# &/,@.# #$$/ ,)%3# -(, #- +/-3#3/ 6%#,/!
PROPONER ALTERNATIVAS DE SOLUCIÓN
E $( +(&(+%6(6 6# $/ #3.6%(-3# 6# #3($#+#, &/%$# ,#&.#3(
( $/ &,/$#)( @.# (-($%F(-8 &(,( #$$/ #,7 -#+#(,%/ @.# ,#($%+#-
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)#/,# +/-6%+%/-# 6# 3/)(, .-( 6#+%%5- +.(-6/ ( # $/ #%(
($4.-( %3.(+%5- 6# $( %6( +/3%6%(-(!
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ARGUMENTAR POSICIÓN
S/- $( (?%,)(+%/-# * /&%-%/-# 6# ,#&($6/ / ,#+'(F/ @.# ,#($%F(-
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$( (,4.)#-3(+%5- # $( )#/, '#,,()%#-3( @.# ,)%3# ( $( ,/-(
6#)/3,(, $( #%6#-+%( @.# (&/*(- . &$(-3#()%#-3/”!
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#%6#-+%( @.# .)#- #- #$ )/)#-3/ 6# 6#+%6%, @.# #37 %#- / @.#
#37 )($ &(,( 6#?#-6#, +/- ($#-3( %-3#$#+3.($ $( &/3.,( (.)%6( (
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5-/- ESTANDARES DEL PENSAMIENTO CRÍTICO:
L/ #37-6(,# %-3#$#+3.($# .-%#,($# /- %-6%+(6/,# @.# 6##-
.3%$%F(,# &(,( %6#-3%?%+(, '(3( 65-6# $/ #3.6%(-3# #)&$#(- #$
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-()%#-3/ +,3%+/8 +/)/ $( '#,,()%#-3( &,%-+%&($ &(,( #$
(&,#-6%F(#! P#-(, +,3%+()#-3# %)&$%+( 6/)%-(, #3/!
L/ &,%-+%&($# /- K:
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# +/-?./8 -/ # &.#6# (#, % # #(+3/ / ,#$#(-3#!
Exactitud : U- #-.-+%(6/ ,#&/-6# ($ 3#)( #+?%+/!
Precisión: U- &$(-3#()%#-3/ 6## #3(, #-?/+(6/ ($ 3#)( / ( $(
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Profundidad : U- #-.-+%(6/ 6## +/-%6#,(, $/ (+3/ )7
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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#% * &$(-3#(, /$.+%/-# ( &,/$#)(
( +/)/ $$#4(, ( +/-+$.%/-#! E3/ 9$3%)/ %-6%+(,( &(,( #$ (.3/, @.#$/ (6/$#+#-3# *( '(+#- ./ 6# .- ,(F/-()%#-3/ '%&/3>3%+/
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6#6.+3%/ $/ @.# %-6%+(,( $( ,#$(+%5- #-3,# #$ -()%#-3/ +,3%+/
)(3#,%( 6# #3.6%/ 6# #3( %-#3%4(+%5- * $( #3(&( 6# /,(+%/-#
?/,)($# #3($#+%6( &/, #$ &%+5$/4/ .%F/!
P(,( D#$($ 1K # 6.,(-3# #$ ,/6/ 6# $( /,(+%/-# ?/,)($#
@.# #$ .#3/ 6#(,,/$$( .- -()%#-3/ )7 $%4(6/ ( $( +%#-+%(8 *(
@.# #49- (?%,)( #- #3( #3(&(: V( #, +(&(F 6# ,(F/-(, -/ 5$/
/,# $/ ,#($ %-/ 3()%>- /,# $/ &/%$#! P/6,7 #-3#-6#, * &,/6.+%,
#-.-+%(6/ @.# # ,#?%#,#- ( +/( @.# -/ '(- .+#6%6/8 6#
#()%-(, $( +/-#+.#-+%( 6# ($4/ @.# # 3/)( +/)/ &.,()#-3#
'%&/3>3%+/8 6# #-3#-6#, +/( @.# #37- ($#(6( #- #$ #&(+%/ * #$
3%#)&/! ( ,?#++%/-(6/ ).+'/ . &,/+#6%)%#-3/ 6# &,.#( * *(
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,(F/-(, /,# &,/$#)( (%#,3/ #()%-(-6/ * #$%)%-(6/
.+#%()#-3# 6%#,( ($3#,-(3%( * %- '(#, #$%)%-(6/ $( /3,(
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4#-#,($ @.# #( .(6/ &/, 3/6/ $/ .#3/ 6# $( )%)( ?/,)(! E$
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3,((/8 ,#&$(-3#5 #$ 3#)( 6# $( 4#-#,($%6(6 6#$ -()%#-3/ ?/,)($
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$( @.# # 6#6%@.#-”! D# #3( ?/,)( #$ (.3/, (+#&35 @.# $( #3,.+3.,(
?/,)($# -/ /- $( )%)( #- 3/6/ $/ +(/!
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-()%#-3/ ?/,)($ $/ .3%$%+#- %#)&,# &(,( ,#/$#, 3/6( $( 3(,#(
@.# # $# &,##-3(-”! P(,( #$ (.3/, .- ?(+3/, +$(# #- #$ 6##)/
6#$ -()%#-3/ ?/,)($ $/ +/-3%3.*# #$ #-3,#-()%#-3/ #- $( (&$%+(+%5-
6# #3,(3#4%( ?/,)($#!
S# +/-+$.*# #-3/-+# @.# $/ .#3/ 6/)%-(- $/ #3(6%/
.,%/,# 6#-6%#-6/ 6# $( #3%).$(+%5- * $( &,7+3%+( &.#3/ @.#
+(6( -%#$ %)&$%+( )(*/, 4,(6/ 6# +/)&$#%6(6! P/, #$$/ $( #+.#$(
6##- &,/)/#, #$ #)&$#/ 6# #3,(3#4%( @.# ,)%3(- ( $/ ($.)-/
&((, +/- )(*/, ?(+%$%6(6 $/ #3(6%/ $/4,(-6/ @.# #4,##- 6# $(
EBR +/- .- -%#$ (+#&3($# 6# -()%#-3/ ?/,)($!
5-/6 ENFO3UES DE ENSE!ANZA DEL PENSAMIENTOCRÍTICO:
B/%#,3 200K ,#+/)%#-6( (6/&3(, .- )/6#$/ 4$/($ 6# #-#(-F(
6#$ -()%#-3/ +,3%+/ @.# %-+$.*# .-( #3(&( 6# +/-/+%)%#-3/ 6# $(
'(%$%6(6# 6#$ -()%#-3/8 /3,( #3(&( 6# +/-/+%)%#-3/ 6# $/
&,/+#/ 6# -()%#-3/ * .-( 3#,+#,( @.# +/)&,#-6# $(
3,(-?#,#-+%( 6# '(%$%6(6# * &,/+#/ &/, )#6%/ 6# $(
)#3(+/4-%+%5-! E$ (.3/, 3()%>- &,##-3( /3,/ #-?/@.# @.# ( .
&(,#+#, /- )#-/ #?%+(+#8 &/,@.# /- #4(6/8 ,/ @.#
+/-%6#,()/ # +/-#-%#-3# +/-/+#,! P/, #$$/ ( +/-3%-.(+%5- #
&,##-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/
3,(-?#,%6( ( /3,( %3.(+%/-#!
E-?/@.# +#-3,(6/ #- $( ,#/$.+%5- 6# &,/$#)(8 #$ +.($ &,%%$#4%(
#$ '#+'/ 6# @.# $/ ($.)-/ ,#.#$(- &,/$#)( #49- .-(
#,%# 6# #3(&( @.# ?%-($)#-3# 6##- 6(, +/- .-( /$.+%5-!
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#$(/,(+%5- 6# .-( +/-+$.%5- 3/)(-6/ #- +.#-3( .-( &,#)%(
&,%-+%&($ * .-( 6#,%(6(!
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E-?/@.# +#-3,(6/ #- #$ 3,(3()%#-3/ 6# %-?/,)(+%5-8 #- #3# +(/
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 $/ +.($# /-:
E-?/@.# 4#-#,($8 +/-%3# #- $( #-#(-F( 6# $( +(&(+%6(6# *
6%&/%+%/-# 6#$ -()%#-3/ +,3%+/ %- ,#$(+%/-(,$( +/- .-(
)(3#,%( 6#3#,)%-(6(! E-?/@.# 6# %-?.%5-8 +/)&,#-6# $( #-#(-F( %-3#-( 6# .- 3#)(
%-+#-3%(-6/ ( $/ ($.)-/ ( -(, 6# ?/,)( +,3%+(8 &(,( #$$/ #
-#+#(,%/ 6#(, +$(,/ +.7$# /- $( (+3%3.6# * +(&(+%6(6# 6#$
-()%#-3/ +,3%+/! E-?/@.# 6# %-)#,%5-8 ($ %4.($ @.# #$ (-3#,%/, 3/)( +/)/ (# .-
3#)( ##8 )/3%(-6/ #$ -()%#-3/ +,3%+/ ,/ %- -#+#%6(6 6#
'(+#, #&$+%3/ $/ &,%-+%&%/ 6# #3#!
E-?/@.# )%3/8 # #$ ,#.$3(6/ 6# $( +/)%-(+%5- #-3,# #$ #-?/@.#
4#-#,($ * #$ #-?/@.# 6# $( %-?.%5- / #$ 6# $( %-)#,%5-!
5-/0 T8CNICAS DE ENSE!ANZA DEL PENSAMIENTO CRÍTICO:
L( %-#3%4(+%5- (.)# $( +/-+#&+%5- +/4-%3%( 6#$ (&,#-6%F(# &/,
3(-3/ +/-%6#,( ($ ($.)-/ &,/3(4/-%3( 6#$ &,/+#/ #6.+(3%/8 @.%#-
#,7 4.%(6/ &/, #$ )(#3,/ @.# 6#-3,/ 6#$ )(,+/ +/-3,.+3%%3( (+39(
+/)/ #$ /,%#-3(6/, 6#$ (&,#-6%F(#!
T($ +/)/ ,#+/)%#-6( L5F 2000K +.(-6/ 6%+# @.# “#$ ,/$ 6#$
#6.+(6/, # (*.6(, ( (&,#-6#,8 -/ #-#(,”!
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%)&/,3(-3#8 $( 6# )#6%(6/, #-3,# #$ +/-/+%)%#-3/ * $/ ($.)-/ /,#
3/6/ ($ #&$%+(, $( #3,(3#4%( +/4-%3%( * )#3(+/4-%3%( @.#
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A%)%)/ L/.% #- B/%#,3 200K 6%+# @.# $/ )(#3,/ 6##-
#3%).$(, #$ -(, (.)%#-6/ .- ,/$ 6# /,%#-3(6/, * 4.( 6#$(&,#-6%F(#!
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B#*#,8 B,(-6 * C/3( #- B/%#,3 200K /3%#-#- @.# #-#(, (
-(, %)&$%+( @.# $/ &,/?#/,# +,##- $( +/-6%+%/-# &,/&%+%(
&(,( $( ,#?$#%5-! E3# /#3%/ .&/-# #$ #)&$#/ 6# #3,(3#4%( *
3>+-%+( 6# (&,#-6%F(# @.# &(,( #$ +(/ 6#$ -()%#-3/ +,3%+/
(/,6#- . 6%3%-3( .'(%$%6(6# 3(-3/ +/4-%3%( +/)/ (?#+3%(!
A +/-3%-.(+%5- # &,##-3( .-( #$#++%5- 6# 3>+-%+( * #3,(3#4%(
@.# &/%%$%3(- #$ 6#(,,/$$/ 6#$ -()%#-3/ +,3%+/!
ORGANIZADORES GR2FICOS
L/ /,4(-%F(6/,# +/-3%3.*#- .-( 3>+-%+( 7$%6( &(,( &,/+#(,
%-?/,)(+%5-! A 6#+%, 6# C()&/ 200K “+/).-%+(- $( #3,.+3.,(+/-+#&3.($ 6# .- 6/)%-%/ 3#)(K ($ %-+$.%, $( %6#( ?.-6()#-3($# *
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%)&$+%3( +/)&(,(+%/-#8 (6#)7 6# %-3#3%F(, %-?/,)(+%5- 6#
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%-?/,)(+%5-: &,/&.#3/ &/, S(,3F * P(, +%3(6/ &/, B#( *
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(+3/ &/%3%/ * -#4(3%/8 $( %,3.6# * 6#?#+3/8 $(
?/,3($#F( * 6#%$%6(6# 6# ($49- 3#)( #- +.#3%5-!
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-()%#-3/ +,3%+/”
LECTURA CRÍTICA
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9$3%)/ # #$ @.# &,/&%+%( #$ -()%#-3/ +,3%+/ &/,@.# #37 ((6/
-/ /$/ #- $(6#+/6%?%+(+%5- 6# $( 4,(?( %-/ @.# (6#)7
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(-3#+#6#, ($ -()%#-3/ +,3%+/8 * # @.# /$()#-3# +.(-6/ # '(
#-3#-6%6/ +/)&$#3()#-3# .- 3#3/ # &.#6# #($.(, +/- &,#+%%5-
(@.#$$/ @.# (?%,)(8 $/ @.# #%6#-+%( .- ./ (6#+.(6/ 6#$
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#- $/ 3,# -%#$# 6# $( +/)&,#-%5- $#+3/,( &(,( +/-/$%6(,# +/)/
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P/, #$$/ #$ M%-%3#,%/ 6# E6.+(+%5- 200K #($( @.# .-( 6# $(
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T8CNICA DEL DEBATE
8/17/2019 Universidad Nacional Final
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E3( 3>+-%+( #37 ,#$(+%/-(6( -3%)()#-3# +/- $( #$(/,(+%5- 6#
?.-6()#-3/8 $( 3/)( 6# &/%+%5- ?,#-3# ( .- 3#)(8 * $( +/).-%+(+%5-
6# $/ )%)/! M#6%(-3# #3( (+3%%6(6 #$ &,/?#/, &/-# ($ ($.)-/
?,#-3# ( $( &/%%$%6(6 6# 6(, ( +/-/+#, . %6#(8 . &$(-3#()%#-3/
* &,%-+%&($)#-3# $( 6#?#-( 6# #3/ ((6/ #- (,4.)#-3/!
E$ (&,#-6%F &.#6# &(,3%+%&(, 6#$ 6#(3# #- ?/,)( ,/-($ / 4,.&($
6#-6%#-6/ 6# $( -(3.,($#F( * /#3%/ 6# $( #%5- 6# (&,#-6%F(#8
$/ %)&/,3(-3# # @.# #( #$ &,/3(4/-%3( 6# $( +$(# * @.# 3/6( .
/&%-%/-# # %6#( 3#-4(- .- .3#-3/ ,(+%/-($! E 3()%>- #3( .-(
/&/,3.-%6(6 &(,( &/-#, #- &,7+3%+( $( %,3.6# 6#$ -()%#-3/
+,3%+/ &,/&.#3( &/, E$6#, * P(9$ 200;K 3($# +/)/ '.)%$6(6
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6%+.3%, +/- #$ )(#3,/ * #-3,# % . -()%#-3/8 . /&%-%/-# *
. %-3#-3/ 6# (-7$%%”
T8CNICA DEL TRABA1O COOPERATIVO
E$ (&,#-6%F(# +//,(3%/ # .-( 3>+-%+( @.# ?(/,#+# * #-,%@.#+# $(
#$(/,(+%5- 6# (,4.)#-3/ &.#3/ @.# #$ ($.)-/ &.#6# +/-3,(3(, . %6#( +/- $/ %-3#4,(-3# 6# . #@.%&/8 #- /+(%/-# 3#-6,7 @.#
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+/)&,#-%5- 6#$ 3#)(8 4#-#,(- )#-/, (4/3()%#-3/ * .-( )(*/,
(.3/#3%)(”
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T##6( * M#$4(,#/ 200+-%+( # @.# #$ ($.)-/ 6#+.,(
,(+%/-($)#-3# $( ,#$(+%5- #-3,# 6/ 3>,)%-/8 @.# %,#- 6# )/6#$/8 *
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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
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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 $construir percepciones% son& saber distinguir y
discriminar desde el pensamiento artístico y desde un marco
conceptual que fundamente la relación entre las habilidades,
los procesamientos cognitivos y los valores :sí, las
competencias se acercan a la idea de aprendizaje total, en la
que se lleva a cabo un triple reconocimiento&
a) ;econocer el valor de lo que se construye
b) ;econocer los procesos a trav
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debiera ser una ense'anza puede sintetizarse en la propuesta
de objetivos generales siguientes
a 8niciar y desarrollar en los estudiantes un proceso de
planteamiento de preguntas (m
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i ;ealizar propuestas y alternativas de solución para
afrontar el problema materia de investigación
j Elaborar conclusiones
+ Elaborar un informe sobre el tema investigado
55 CONCEPTUALIZACIÓN
55/ T8CNICA DEL DEBATE
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56 DEFINICIÓN DE T8RMINOS
/6/ ORIENTACIONES METODOLÓGICAS:
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&,/$#)(3%F(+%5-8 %-3#4,(+%5- 6# $/ (#,#8 #$(/,(+%5- 6#$ -.#/
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/65 CAPACIDADES SUPERIORES
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/66 CIUDADANÍA:
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8/17/2019 Universidad Nacional Final
52/90
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/60 CONVIVENCIA DEMOCR2TICA:
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/67 DISCURSO
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