Pensamiento crítico en la construcción de la convivencia escolar: revisión de literatura

Abstract

This study aimed to interpret how academic literature has addressed the relationship between critical thinking and school coexistence in educational contexts during the 2020-2025 period. The research followed a qualitative documentary approach through a literature review focused on identifying theoretical conceptualizations, pedagogical approaches, and educational strategies related to critical thinking, school coexistence, and school violence. Open-access academic databases such as SciELO, Redalyc, Dialnet, ERIC, DOAJ, and Google Scholar were consulted, resulting in the selection of 61 scientific articles published in indexed journals. The information was organized through thematic analysis, which made it possible to establish categories related to critical thinking, school coexistence, and school violence. The findings show that critical thinking has moved beyond an exclusively cognitive understanding and has become a formative competence linked to ethical reflection, responsible decision-making, and democratic participation. Likewise, school coexistence is understood as a complex relational process influenced by institutional, social, and cultural factors. The review identified that several studies recognize the potential of critical thinking to strengthen conflict resolution, self-regulation, reflection, and interpersonal relationships in the classroom. However, research gaps were also found regarding studies that directly integrate both categories. In conclusion, the study highlights the importance of promoting pedagogical proposals aimed at developing critical thinking as a strategy to strengthen more reflective, inclusive, and democratic school environments.