Estrategias de lectura crítica para alcanzar el aprendizaje significativo de historia en el bachillerato ecuatoriano

Abstract

One of the main objectives of History is to train people who are active, questioning, critical and aware of their social reality. However, through pre-professional practices it has been shown that the achievement of this objective has not been carried out, due to certain factors such as traditionalist methodology used by some teachers, who do not use the appropriate strategies for the development of the teaching-learning process. This in addition to a literal and decontextualized reading of the texts, influence the mechanization of the contents, but not an analysis and reflect upon of them. In this sense, this research aims to adapt a series of critical reading strategies for the three levels of the Ecuadorian baccalaureate, which are designed so that the student achieves meaningful learning. Likewise, for the strategies, documents outside the school text are used in order to explore different sources (primary and secondary) to learn History.