Estrategias metodológicas basadas en pedagogías invisibles a través del teatro de títeres para la enseñanza - aprendizaje del pensamiento crítico en niñas y niños de sexto año de educación general básica.

Abstract

Abstract: This investigation addresses the importance of promoting critical thinking in sixth-grade children from the Nuestra Familia Educational Unit. Its main objective is to develop methodological strategies based on the use of invisible pedagogies through puppetry to foster critical thinking. The methodology employed was qualitative, utilizing instruments such as interviews with art teachers, questionnaires directed to students, and a field journal. Therefore, the result of this research shows that teachers recognize the importance of critical thinking, integrate elements of invisible pedagogies, and perceive puppetry as a teaching tool that offers multiple benefits. Furthermore, students demonstrated high capacity for inquiry and reflection, expressing a preference for active, playful, and collaborative learning spaces. To conclude, this research determines that the interaction between invisible pedagogies and puppetry constitutes an effective pedagogical strategy for the development of critical thinking. The implementation of the proposed methodological guide is suggested for the development of this essential cognitive skill.