Narrative erratum in the development of critical and literary thinking

Abstract

Current education is marked by immediacy, fragmentation, and infodemic, demanding new pedagogical strategies. Narrative wandering emerges as an alternative for developing critical and literary thinking in students. Therefore, the objective was to evaluate the development of critical thinking by applying narrative wandering strategies to 7th-grade students in section "A" of the Los Cardenales "Fe y Alegría" Basic General Education program. The study employed a quantitative paradigm with a pre-experimental pretest-posttest design. Data was collected using observation techniques and an observation checklist. The sample consisted of 24 students from the aforementioned context. The results demonstrated the effectiveness of narrative wandering-based strategies for developing critical and literary thinking. It was concluded that narrative wandering can develop critical and literary thinking because it fosters active and reflective interaction with texts.