La lectura comparada como estrategia didáctica para el fortalecimiento del pensamiento crítico en los estudiantes de 9no en la Unidad Educativa Vicente Rocafuerte.

Abstract

This project shows the study carried out on comparative reading, a discipline that performs significant relationships between two or more literatures. With comparative reading, it will be possible to establish the similarities of a work, with another artistic creation such as theater or music, thanks to the intellect that allows identifying the relationship or establishing connections. The objective that was raised was to define comparative reading as a didactic strategy to strengthen critical thinking in ninth-year students. In this way, the investigation of the subject made it feasible to enter other studies to know and interpret the reality about the strategies to strengthen critical thinking. Likewise, to break down the aspects of comparative reading in education, supported by theories of various authors, such as; Cataldo & Olivos (2017); Ariz et al. (2008); Facione (2007), with whom a dialogue was developed that argues the theme and its variables. The qualitative and quantitative method emphasizes the collection of information in which techniques were used to reach a solution to the issue raised. This is how a sample was delimited that reflects the educational reality in the classroom from the opinion and perspectives of students and teachers. The interview and survey technique achieved the analysis and the respective interpretation of the information collected. The results showed that comparative reading is a didactic strategy with which students will be able to strengthen their critical thinking, being able to make comments, relate realities or situations and carry out analyzes with solid arguments.