Educación musical para potenciar el pensamiento crítico en los estudiantes de básica superior, Unidad Educativa Eloy Alfaro, Machala, 2023-2024

Abstract

The following thesis work focuses on gathering updated information about music as a generator of learning for the enhancement of critical thinking. It responds to a rigorous qualitative-quantitative field study. Applying research techniques and methods such as inductive, deductive, descriptive, synthetic, analytical and statistical. Furthermore, the instruments used for data collection were interview and survey, which effectively evidenced the educational reality to the stated objective. The project development begins with the analysis of the study object, the identification of the central problem, and the selection of research objectives. This involves determining how music education enhances critical thinking in high school students at the Eloy Alfaro educational unit in Machala, from 2023-2024. Consequently, the respective variables to be studied were established: Music Education and Critical Thinking, for which a theoretical conceptual framework was constructed. The research is thoroughly grounded in the use of scientifically-oriented bibliographic sources, such as indexed articles and updated documents, aimed at reinforcing the selected indicators for the theoretical framework. This framework arises from the variables. Music Education and Critical Thinking. Furthermore, the study is justified by Ecuador's legal norms, including the Constitution of the Republic of Ecuador, the Organic Law of Intercultural Education, and the National Curriculum of Basic Education The research instruments for the thesis work involved approximately 3 english teachers specifically from basic education, teaching both national and one music teacher. Regarding the students, a total of 68 were selected from each grade level, with 27 in 8th grade, 24 in 9th grade, and 17 in 10th grade. Since the total population is less than 100, it was addressed in its entirety. As a result, the application of the instruments shows that the level of critical thinking presented by the students of the selected unit is medium low. This leads to the realization and proposal of the implementation of a didactic guide to enhance the critical thinking of high school students through the implementation of musical repertoire as an innovative methodological alternative. The guide presents the concept of repertoire, its VIII types, importance and how to apply musical content such as song lists distributed in each of the main areas of knowledge, Science, Social Studies, Language and Mathematics. The Didactic Guide presents a high impact due to its novelty within Basic Education, being the first educational resource that links music with the main subjects of this educational level to enhance critical thinking. The product provides teachers with feasibility and innovations in their professional practice. This is especially evident in the implementation of the musical repertoire, seeking to support the educational quality provided to students. Music is a resource capable of generating interest, activating participation and developing the student's capacity for critical thinking, thus responding to the established problems.