Facet of logical thinking in everyday school life

Abstract

Unraveling the valuable contribution of logical thinking in childhood from a situated and contextualized perspective highlights the relevance of this article, which stems from a doctoral study aimed at generating a theoretical corpus of logical thinking applied to everyday situations, through the design of strategies for problem analysis in basic primary education. The study was supported by Piaget’s Theory of Cognitive Development (1970), Vygotsky’s Sociocultural Theory (1978), and Lipman’s Theory of Critical Thinking (1991), articulated within the paradigm of qualitative research under the hermeneutic method, following Gadamer’s phases (1975). Key informants included two primary school teachers and three students from C.E Panamá, Playa Rica campus, in the Primary Education area of the Municipality of Arauquita – Arauca – Colombia. Data collection was conducted through in-depth interviews, supported by instruments such as interview guides. Data analysis and interpretation were carried out through processes of categorization, triangulation, and theorization. Validity and credibility were ensured through methodological rigor, data saturation, and participant validation. The findings reveal that logical thinking in childhood is constructed from everyday experience, mediated by language, play, and social interaction, and that the strategies designed activate processes of analysis, inference, and decision-making in real contexts.