Pensar con el cine: una propuesta desde la investigación acción educativa para el desarrollo de habilidades del pensamiento crítico.

Abstract

This research aims to analyze the manifestations of critical thinking that emerge when implementing a pedagogical proposal through film in a Language class with a group of tenth-grade students at an educational institution in northern Bogotá. To achieve this, a qualitative methodological design was employed, beginning with a strategy such as educational action research [EAR]. This involved several phases, including characterizing the participants' critical thinking manifestations based on the Paul and Elder model (2005); designing and implementing a methodological proposal that gathered various sources of information, ranging from documentary productions to audiovisual creations made by the students during the pedagogical workshops; and finally, a phase of interpreting the collected sources using inductive analysis matrices and multimodal analysis, from which four categories emerged: representation of the issue and narrative similarities; cinematic reading: the viewer's perspective; conceptualization of the image; and emotionality. These categories revealed that the students' critical thinking developed and strengthened after engaging with cinematic language and analytically reading the moving image. They were able to integrate logopathic thinking to understand the figurative reality of cinema and their own reality, bridging reason and emotion.