El discurso docente y la pregunta como estrategia didáctica para generar reflexión crítica de contenidos.

Abstract

The work presented is the result of two years of research in a context of the Advanced Technical Degree learning centers in ICT’s fields, in the northeast region of the state of Guanajuato, Mexico. This investigation ran through three stages: Recovery, Problematization and Innovation of the teaching practices with the following objective:Through the application of innovative ideas, create a route within the teaching methods to manage and promote an open dialogue and criticism between students, not only academically but socially and personally. Understanding investigation-action as a study of the social context with the purpose of improving the action in itself, it works out as a self-inquiring reflexion, which is a cyclic process in research. Starting from the innovation-intervention structure, an improvement of the critical route was promoted between the students (Martínez-Otero 2010 & Fisher 2013) from the 1st and 2nd levels to the 3rd one in general terms it meant a progress of 80% of the focus group. The results are encouraging although these would involve new investigations and reflections around different strategies to foster a critical comprehension. Furthermore, it is necessary to do research and act upon the cognition processes of the students.