SYSTEMS THINKING IN BASIC PRIMARY SCHOOL BASED ON READING COMPETENCE

Abstract

   In the country's educational centers, the application of traditional and obsolete pedagogical models is frequently observed in accordance with the needs of the historical present. Despite digital transformations, current problem situations and contemporary pedagogies and knowledge still prevail, practices that do not allow the child the possibility of forging thought structures from complexity and creativity. As a result, the same educational service that in the past fueled violence and inequality in Colombia continues to be offered. In this sense, the purpose of this scientific essay is to propose reading competence as a didactic tool of great value to develop systemic thinking in primary school students. To support this assertion, this scientific article will use a theoretical framework that will have as conceptual premises complexity, systemic thinking, reading competence and basic primary education. The above conceptual scaffolding will allow us to project systemic thinking from reading competence as the main category of analysis. In this way, this academic essay proposes as a result to postulate reading as a vital tool for the development of thinking skills in primary school students, which allows them to understand the whole from the conception of problem situations. Only in this way will he be able to identify the totality of the phenomena that the sociocultural environment offers him. Finally, and with respect to deliberation, it is important that teachers in the country update their pedagogical practices and focus on reading competence as a skill of great importance to develop all kinds of thinking skills. Even more so, when today's world demands complex solutions to chaotic eventualities.