LA CHAKANA PREGUNTA Y EL RIGOR METÓDICO DE PAULO FREIRE

Abstract

Academic writing at university is the task that represents a set of strictly cognitive competencies and skills. It is not only a lexical succession of words that constitute sentences or grammatically functional propositions in order to convey a message to the interlocutor, basically, it consists of the categorical demonstration of knowledge production from a reading with a broad critical sense. Building knowledge by questioning necessarily implies not paraphrasing as a decolonizing mechanism of knowledge. Writing in this context means using creative and innovative strategies such as the «Chakana question» which absolutely reflects the ancestral knowledge of Latin America. The Chakana question is inspired by the duality of the Andean worldview of Peruvian cultures such as ventarrón, chavín, ychsma, chincha and caral, in addition to regions like Huaral, Cuzco and Puno (3400 BCE -1532 AD). In this way, the emergence of the Chakana question is based on three procedures: read an argumentative text, ask (create nine questions) and write considering the divergent level (articulation and duality of four questions) in order to achieve the referential theoretical framework based on the method to know how to think correctly, considered the teacher and student as active subjects who are aware of the method to teach to think from this side Latin America. The critical curiosity of the teacher and student has implications in the methodical rigor of the teacher and student to understand the complexity of writing when developing critical thinking. The Chakana question is a creative manifestation based on the epistemological principles posed by Bruner, Freire, Facione and De Sousa; its dialectical construction characterizes the writing that rejects the use of the paraphrase, because it seeks to build knowledge from a reading with critical thinking.