Resumen

MONTOYA LUNAVICTORIA, Johana Katerine; CASANOVA ZAMORA, Tannia Alexandra; VASQUEZ FALQUEZ, Giacomo Geovanny  y  YANZA CHAVEZ, Marcelo Patricio. The use of Reasoning and Debate for Conflict Resolution in basic education students, according to Hanna Arendt. ESPACIO ABIERTO [online]. 2024, vol.33, n.4, pp.217-233.  Epub 06-Feb-2025. ISSN 1315-0006.  https://doi.org/10.5281/zenodo.13887660.

The principle of citizenship, as a constructive principle of critical thinking, coexistence and the creation of peaceful environments, is one of the weakest principles of the Ecuadorian curriculum (possibly this is the case in other countries). By not building the relationship between polis, citizenship and student, Ecuadorian school content is reduced to formalistic approximations and disconnected from the conflictual nature of the human condition, as well as from the evolution of civilization. In order to try to resolve this, the relevance of Arendt's contributions to the foundations of school coexistence is analyzed, regarding the redemptive value of debate and critical thinking on skills and competencies for conflict resolution in the educational context. This dissertation is compared with a qualitative test in students of General Basic Education of an Ecuadorian school, to observe its relationship with the prevailing pedagogical techniques in terms of pacification, in representatives, students and teachers, during the years 2023 and 2024. The results showed that the implementation of adequate pedagogical strategies did not favor the development of skills for conflict management, based on other-person identification and tolerance. It was concluded about the need to rethink the pedagogical technique, this time, in favor of the development of critical reasoning skills and competencies and debate.

Palabras clave : Pedagogical Strategies; Peaceful Coexistence; Critical Thinking; Conflict Resolution.

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