Academic and formative benefits of structured academic controversy in the first decades of the xxi century

• Autor: Romero Meza, Alex Jhonatan
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Universidad Marcelino Champagnat
• Repositorio: Revista educa UMCH
• Lenguaje: español
• OAI Identifier: oai:revistas.umch.edu.pe:article/301
• Enlace del recurso: https://revistas.umch.edu.pe/index.php/EducaUMCH/article/view/301
• Nivel de acceso: acceso abierto
• Materia: discusión; pensamiento crítico; estrategia de enseñanza; cooperación educacional; aprendizaje activo; Enseñanza; discussion; critical thinking; teaching strategy; educational cooperation; active learning; Teaching

This review article addresses various training experiences in the world's educational systems based on a cooperative learning strategy: structured academic controversy (SAC) between the years 2001-2021, with the main objective of identifying the main advantages it offers to manage controversial discussions in recent decades. A bibliometric and hermeneutical analysis of the main results documented in different research articles on the SAC is presented, as well as the reflections generated around the guidelines, resources and conditions necessary for its implementation, in order to train students of different levels in the exercise of citizenship and democratic coexistence. The results are auspicious: 77% of the articles consulted assume the SAC as a text-based discussion; 62% consider that it develops cognitive skills such as multiperspectivism; 54% consider that it encourages critical thinking and 46% that it promotes autonomy of thought. It is mainly concluded that the SAC is a strategy that efficiently organizes cooperative work among students, favors constant and meaningful interactions, and allows to develop, mainly, civic literacy, critical thinking, citizen multiperspectivism, among other skills.