El pensamiento crítico como herramienta pedagógica para transformar la convivencia escolar y fortalecer la cultura de la paz en estudiantes de cuarto grado de la Institución educativa El Carmelo de San Juan del Cesar, la Guajira.

Abstract

This paper presents the results of the research study entitled “Critical Thinking as a Pedagogical Tool to Transform School Coexistence and Strengthen a Culture of Peace among Fourth-Grade Students at El Carmelo Educational Institution in San Juan del Cesar, La Guajira.” The study aimed to transform school coexistence dynamics through the implementation of participatory pedagogical strategies focused on the development of critical thinking and the construction of a culture of peace. From this perspective, achieving this purpose required deep reflection on how school coexistence is understood and experienced within educational settings. School coexistence is understood as a formative process that integrates cognitive, socio-emotional, and ethical dimensions, oriented toward the development of democratic, cooperative, and supportive relationships (Tuvilla, 2004; Fierro-Evans & Carbajal-Padilla, 2019). From the standpoint of critical pedagogy, conceived as an emancipatory approach that promotes dialogue, reflection, and transformative action (Freire, 1970; Giroux, 2001), the study seeks to re-signify the school as a space for citizenship education and social change. The problem context reveals that, despite normative advances in Colombia—such as Law 1620 of 2013 and the Peace Education Curriculum (Cátedra de la Paz) (MEN, 2018)—school coexistence remains a structural challenge. Authoritarian practices, poorly managed conflicts, and limited teacher training in mediation and peaceful conflict resolution persist. According to ICFES (2021) and UNICEF (2019), levels of empathy and conflict management among primary school students continue to be low. At El Carmelo Educational Institution, issues such as disrespect, limited emotional self-regulation, and the predominance of punitive measures that fail to foster critical awareness are evident. Additionally, families’ socioeconomic conditions influence students’ school behavior, reproducing patterns of violence and exclusion (Rigby, 2010; Graham, 2016). The study adopted a qualitative approach based on participatory action research (McTaggart, 1991), which encouraged the active involvement of students, teachers, families, and school leaders in understanding and transforming coexistence dynamics. Interviews, focus groups, participant observation, and documentary analysis were conducted to explore perceptions of coexistence and peace from everyday experiences, fostering collective reflection and shared commitment (Denzin & Lincoln, 2018). In conclusion, the integration of critical pedagogy, socio-emotional education, and participatory methodologies constitutes an effective pathway for transforming school coexistence and consolidating a sustainable culture of peace. The implemented strategies enabled students to develop empathy, assume responsibility, and engage in collective agreements, reaffirming the role of the school as a space for democratic education, ethical dialogue, and social transformation (Wachtel & McCall, 2004; Galtung, 1990, 1996; Lederach, 2003).