Análisis de la Influencia del Pensamiento Crítico en la Resolución Pacífica de Conflictos Escolares en Estudiantes de Séptimo Grado de la Institución Educativa CASD José Prudencio Padilla de Barrancabermeja

Abstract

This study examined how critical thinking influences the peaceful management of conflicts among 7th-grade students at CASD José Prudencio Padilla School in Barrancabermeja. It begins by describing frequent coexistence issues—verbal, physical, relational, and academic—that negatively affect students’ academic performance and emotional well-being, leading to the formulation of the research problem. In response, the study aimed to explore how pedagogical strategies based on critical thinking impact conflict resolution. A qualitative methodology with a phenomenological approach was employed, involving a purposive sample of 12 students and 6 teachers. Data collection included a focus group and semi-structured interviews, which were coded and thematically analyzed using Atlas.ti. Four core categories emerged: school conflicts, coexistence, resolution strategies, and critical thinking skills. Findings revealed that most students initially respond with impulsiveness; however, a significant number showed tendencies toward peaceful resolution through dialogue, active listening, and mediation by school authorities. Nonetheless, challenges remain in identifying the root causes of conflicts, considering multiple perspectives, and acting autonomously—highlighting the need to strengthen these skills. The study concludes that pedagogical strategies rooted in critical thinking foster more harmonious coexistence and reduce conflict severity, though systematic reinforcement is required to enhance analytical autonomy.