Fortalecimiento del liderazgo juvenil para la transformación de la convivencia escolar a través de estrategias de pensamiento crítico

Abstract

The present research arises from the shared interest of a group of social sciences teachers, students of the Master's Program in Critical Pedagogies and Socio-Educational Intervention, who have identified a progressive deterioration in the school climate in recent years, characterized by recurrent conflicts, aggression, and a lack of peaceful agreements. The study will be carried out at the Instituto Técnico Industrial de Facatativá, where one of the researchers works as a teacher. The purpose of the study is to contribute to the transformation of school coexistence dynamics by training students as positive leaders, capable of resigning the conflict and embracing it as an opportunity for learning and collective construction. It is proposed that strengthening critical thinking will allow young people to question naturalized practices of violence and generate alternatives based on dialogue, respect, and co-responsibility. The research is framed within an action-research approach, which implies a collaborative effort between the researchers and the students. Beyond observing the phenomenon, pedagogical spaces will be promoted so that students themselves analyze the coexistence problems present in their context and design improvement strategies based on processes of critical reflection and active participation. It is expected to demonstrate that the development of critical thinking, accompanied by processes of empowerment and recognition of students as active subjects, favors significant transformations in behavior and school climate, thus contributing to the construction of a more conscious, participatory, and sustainable coexistence within the educational environment.