Didactic strategies in hybrid and remote learning modalities to promote critical thinking

Abstract

Critical thinking is a necessary skill for teachers working at different levels of education, as it integrates accreditation standards. Despite recognizing critical ways of thinking about theory and reality, it is complex to identify the development of thinking in the virtual landscape. The general objective of this study was to reflect on didactic strategies used by teachers to develop critical thinking in asynchronous text-based discussions. In the process, aspects that favor or restrict the development of this skill in a Virtual Learning Environment (VLE) were identified. The study analyzes the relationship between the digital mural textual genre and the development of critical thinking. The methodology includes a postmodern and phenomenological approach. It was identified that eventual asynchronous interactions favored critical thinking. Asynchronous text-based discussions were exchanged between second and third-year teachers, and students were researched in a public school in Recife, Pernambuco, Brazil. The results showed improvisations and contingencies carried out by the study collaborators during the teaching-learning process on the REDU platform, initially not designed to develop critical thinking. It is concluded that teachers combine different strategies to develop critical thinking and expand the fundamental capabilities of the human being.