Alternate realities: didactic strategies for the promotion of critical thinking in the face of educational hybridization.

Abstract

The objective of the work is focused on establishing the main didactic strategies used in the generation of critical thinking that fosters the necessary skills to face the reality of the COVID-19 pandemic. A qualitative methodology was used with an interpretive analytical method, which made use of a couple of instruments for its application to teachers from three educational institutions. The results provide an overview of the use of various tools that were part of the teaching strategies used. It is concluded that challenges await education to face before the arrival of a hybrid system and the need to reformulate educational actions and practices.