Evidencias de pensamiento complejo en adolescentes vulnerables social y académicamente

Abstract

The objective of this action-research study was to analyze complex thinking strategies that socially and academically vulnerable adolescents follow. Sixteen participants studying at a training center for work reinsertion were selected. Analyses of collected data were based on open coding, and keywords from oral and written productions previously compared with theoretical categories of complex thinking were extracted and analyzed. Results show frequent use of cognitive strategies such as relevant thinking, involvement of multidimensional contents, idea connection, and idea restructuring.