Objective:

To evaluate the didactic strategies used in the learning sessions of the communication area to develop critical thinking in secondary school students of educational institutions in the jurisdiction of Ocros. The development of learning in the 21st century requires that students develop high levels of thought and creativity, using various pedagogical strategies by the teaching community.

Methodology:

Quantitative and qualitative designs were used so this study is characterized as being of a mixed nature, triangulating not only data, events and interviews, but also the pedagogical analysis and reflection. Quantitative and qualitative designs were used which allow analyzing and inferring how teachers in the province of Ocros-Huaraz-Peru develop classroom management.

Results and conclusion:

Critical thinking, in its three subcategories, reasoning, argumentation and decision-making, allows affirming that teachers have strong weaknesses in their process of conducting learning, and students lack cognitive tools that make it possible to carry out critical reading.

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