School debate as a strategy for developing critical thinking among 5th grade students

Abstract

School debate is a structured pedagogical activity in which two or more teams of students argue opposing points of view on a specific topic, known as a motion or resolution. A pre- established format is followed, with defined times for the presentation of arguments, rebuttals, and conclusions. This article aims to analyze the relevance of debate as a mechanism for promoting understanding between different cultures and perspectives, as well

as its potential to consolidate social cohesion. The study design is classified as pre- experimental and is based on the modality of a viable project, employing a quantitative approach. The study will be conducted with a group of thirty fifth-year students of intensive high school at the YMCA Educational Unit. Essentially, the relevance of debate for intercultural understanding and social cohesion lies in its capacity to cultivate critical thinking and intellectual empathy. In conclusion, the analysis reveals that debate is an undeniably important mechanism for fostering understanding between different cultures and perspectives and for consolidating social cohesion, although it operates with distinctive nuances in each area.