El Alquimista del Ajedrez

This article develops a theoretical reflection on chess as a cognitive and epistemological device for the analysis of complex problems, using the n-queens problem as a central conceptual axis. Through a dialogue between systematized reflective experience and theoretical frameworks drawn from complex thinking, cognitive psychology, and pedagogy, the study proposes a re-signification of chess beyond its ludic or technical dimension. The paper challenges reductionist approaches based solely on algorithmic calculation and argues for the need to reformulate problems from a systemic and relational perspective. It also examines the role of expert intuition, creativity, and situated knowledge in the construction of understanding, highlighting their pedagogical and cognitive implications. Finally, chess is presented as a pedagogical laboratory for fostering critical thinking, metacognition, and a deep understanding of complexity within contemporary educational and scientific contexts.