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The development of qualitative research about the environment of the concepts and various ways of teaching and learning has allowed identifying findings related to the nature of the concepts of didactic strategy. The motivations and perspectives of the concepts that typify the ideal sense of strategies do not correspond to the nature of the teaching-learning process because the guarantee of epistemology are very fragile and the educational context has not been considered. The aim of the study is to characterize the purposes of the most recurrent visual organizers, in order to define the before and after of the Chakana Pregunta, related to critical thinking. In the curricular development of the Human Development course, seven concepts of didactic strategy were collected as part of the academic work. The students set out several perspectives in each concept, which have been the subject of analysis and contextualization. The study is based on 44 undergraduate students, corresponding to the second cycle of pedagogical training. The finding that transcends the concepts established, chronologically, from the appearance of the synoptic chart to the CQA chart, does not refer to the educational processes.Therefore, the concepts are not relevant, because the purposes were differents to the educational task. With the analysis of the concepts, the initial diagnosis characterized the fragility of didactic practices by not focusing the development of critical thinking. At the end of the academic cycle, the concept was operationalized and three elements were considered: the teaching-learning relationship, the contribution of epistemology and the educational context.

El exante y expost del pensamiento crítico de la Chakana Pregunta