Técnica: estructura del argumento en textos literarios para fortalecer el análisis crítico.

Abstract

The present research corresponds to the cognitivist pedagogical current, the which explains various functions of the student within the classroom. The Contextualization of this research is based on the analysis of the technique: structure of the argument and its impact on critical analysis in first year students high school of the Rocke Cantos Barberán Educational Unit of the city of Montecristi. The structure of the argument and its categories are investigated to know its use, structure and development. The lack of critical analysis of students is a problem that requires analysis. This investigative work complies with the objectives of carrying out a diagnosis on the structure of the argument for the analysis critical. In the same way, analyzing the activities that are carried out to be able to verify the process of critical analytical development, and interpret the results of the academic situation of the students. The methodology presents focus qualitative, because information is obtained through qualitative elements and in the application of instruments for presentation of evident results in the classroom classes for reference. The only beneficiaries of this are the students, because they know learning methods and knowledge from a critical perspective, analytical and reflective. The results show that students do not forge the autonomous learning through critical analysis which implies that they do not construct arguments or premises with a solid structure in the contents of literary texts.