A situated didactics of the philosophy a model to attend the estrangement of the teachers
Training for Philosophy teachers, in the deductive curriculum frames, generates strangeness in those who carry on their internship and their first labor practices, when they come back to school. How to attend this estrangement from a specific didactics of the philosophy without denying the tension a...
| Main Authors: | , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2013
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2053 |
| _version_ | 1802223957688975360 |
|---|---|
| author | Morales, Laura Susana Belén Bedetti, María |
| author_facet | Morales, Laura Susana Belén Bedetti, María |
| author_sort | Morales, Laura Susana |
| collection | OJS |
| description | Training for Philosophy teachers, in the deductive curriculum frames, generates strangeness in those who carry on their internship and their first labor practices, when they come back to school. How to attend this estrangement from a specific didactics of the philosophy without denying the tension among technical, practical and experiential foregrounds? For this, a model denominated as Philosophy’s specific situated didactics is suggested. Such didactics has in its basis, besides the consideration that education is constituted by the tension of the above mentioned foregrounds, a conception of the philosophy referred to as philosophizing Philosophy, which takes into consideration both the subject of the philosophical activity and the disciplinary object, and is opposed to the academism from a perspective that nourishes itself in the situated thought as a philosophic category and in the experience understood as the transformation of subject. That’s why the mentioned didactical model breaks with the explanation, as the university teaching axis, and relies on the narration as the contact point for those involved in the training of trainers and those who begin in Philosophy teaching. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-2053 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2013 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-20532019-02-26T14:56:20Z A situated didactics of the philosophy a model to attend the estrangement of the teachers Una didáctica situada de la filosofía: dispositivo para acompañar el extrañamiento docente Une didactique située de la philosophie: dispositif pour accompagner la distanciation de l’enseignement Uma didática situada da filosofia: dispositivo para acompanhar o estranhamento docente Morales, Laura Susana Belén Bedetti, María philosophy teaching teachers training narration. enseñanza de la filosofía formación de docentes narración. enseignement de la philosophie formation d’enseignants récit. ensino da filosofia formação de docentes narração. Training for Philosophy teachers, in the deductive curriculum frames, generates strangeness in those who carry on their internship and their first labor practices, when they come back to school. How to attend this estrangement from a specific didactics of the philosophy without denying the tension among technical, practical and experiential foregrounds? For this, a model denominated as Philosophy’s specific situated didactics is suggested. Such didactics has in its basis, besides the consideration that education is constituted by the tension of the above mentioned foregrounds, a conception of the philosophy referred to as philosophizing Philosophy, which takes into consideration both the subject of the philosophical activity and the disciplinary object, and is opposed to the academism from a perspective that nourishes itself in the situated thought as a philosophic category and in the experience understood as the transformation of subject. That’s why the mentioned didactical model breaks with the explanation, as the university teaching axis, and relies on the narration as the contact point for those involved in the training of trainers and those who begin in Philosophy teaching. La formación de docentes de filosofía, en los marcos de un curriculum deductivo, genera la extrañeza al volver a la escuela en quienes transitan su residencia y sus primeras prácticas laborales. ¿Cómo acompañar este extrañamiento desde una didáctica específica de la filosofía sin negar la tensión entre los planos técnico, práctico y experiencial? Proponemos para ello un dispositivo que hemos denominado didáctica específica situada de la filosofía. Ella tiene a la base, además de la consideración de que la educación está constituida por la tensión de los planos referidos, una concepción de filosofía denominada filosofía filosofante. Esta última considera tanto al sujeto de la actividad filosófica como al objeto disciplinar y se opone al academicismo desde una perspectiva que abreva en el pensamiento situado como categoría filosófica y la experiencia en el sentido de transformación del sujeto. Por esto el dispositivo didáctico mentado rompe con la explicación como eje de la enseñanza universitaria y se apoya en la narración como punto de contacto entre quienes están en la formación de formadores y aquellos que se inician en la enseñanza de la filosofía. la formation d‘enseignants de philosophie, dans le cadre d’un curriculum déductif, entraîne une prise de recul lors du retour à l’école de ceux qui passent par leur stage et leurs premières pratiques professionnelles. comment accompagner cette distanciation d’un point de vue d’une didactique spécifique de la philosophie sans oublier la tension entre les plans techniques, pratiques et expérientiels? nous proposons, pour ce faire, un dispositif que nous avons nommé didactique spécifique située de la philosophie. elle a comme base, en plus de la considération que l’éducation est constituée par la tension des plans rapportés, une conception de la philosophie appelée philosopher en philosophant. cette dernière considère tant le sujet de l’activité philosophique comme l’objet disciplinaire et s’oppose à l’académisme d’une perspective qui assouvit la pensée située comme catégorie philosophique et l’expérience dans le sens de la transformation de l’individu. pour ce faire, le dispositif didactique mentionné rompt avec l’explication comme un axe de l’enseignement universitaire et se base sur le récit comme point de contact entre ceux qui sont en train de se former comme formateurs et ceux qui font leurs débuts dans l’enseignement de la philosophie. A formação de docentes de filosofia, no marco de um currículo dedutivo, gera a estranheza ao voltar à escola em aquele que transita sua residência e suas primeiras práticas laborais. Como acompanhar este estranhamento desde uma didática específica da filosofia sem negar a tensão entre os planos técnico, prático e experiencial? Propomos para isto um dispositivo que temos nomeado didática específica situada da filosofia. Ela tem a base, além da consideração que a educação está constituída pela tensão dos planos referidos, uma concepção de filosofia nomeada filosofia filosofante. Esta última considera tanto ao sujeito da atividade filosófica como ao objeto disciplinar e se opõe ao academicismo desde uma perspectiva que se baseia no pensamento situado como categoria filosófica e a experiência no sentido de transformação do sujeito. Por causa disto o dispositivo didático mencionado rompe com a explicitação como eixo do ensino universitário e se apoia na narração como ponto de contato entre aqueles que estão na formação de formadores e aqueles que se iniciam no ensino da filosofia. Universidad Pedagógica y Tecnológica de Colombia 2013-01-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2053 10.19053/22160159.2053 Praxis & Saber; Vol. 4 No. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 141 - 157 Praxis & Saber; Vol. 4 Núm. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 141 - 157 Praxis & Saber; Vol. 4 No 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 141 - 157 Praxis & Saber; V. 4 N. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 141 - 157 Praxis & Saber; v. 4 n. 7 (2013): Filosofía de la Educación y Enseñanza de la Filosofía; 141 - 157 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2053/2053 |
| spellingShingle | philosophy teaching teachers training narration. enseñanza de la filosofía formación de docentes narración. enseignement de la philosophie formation d’enseignants récit. ensino da filosofia formação de docentes narração. Morales, Laura Susana Belén Bedetti, María A situated didactics of the philosophy a model to attend the estrangement of the teachers |
| title | A situated didactics of the philosophy a model to attend the estrangement of the teachers |
| title_alt | Una didáctica situada de la filosofía: dispositivo para acompañar el extrañamiento docente Une didactique située de la philosophie: dispositif pour accompagner la distanciation de l’enseignement Uma didática situada da filosofia: dispositivo para acompanhar o estranhamento docente |
| title_full | A situated didactics of the philosophy a model to attend the estrangement of the teachers |
| title_fullStr | A situated didactics of the philosophy a model to attend the estrangement of the teachers |
| title_full_unstemmed | A situated didactics of the philosophy a model to attend the estrangement of the teachers |
| title_short | A situated didactics of the philosophy a model to attend the estrangement of the teachers |
| title_sort | situated didactics of the philosophy a model to attend the estrangement of the teachers |
| topic | philosophy teaching teachers training narration. enseñanza de la filosofía formación de docentes narración. enseignement de la philosophie formation d’enseignants récit. ensino da filosofia formação de docentes narração. |
| topic_facet | philosophy teaching teachers training narration. enseñanza de la filosofía formación de docentes narración. enseignement de la philosophie formation d’enseignants récit. ensino da filosofia formação de docentes narração. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2053 |
| work_keys_str_mv | AT moraleslaurasusana asituateddidacticsofthephilosophyamodeltoattendtheestrangementoftheteachers AT belenbedettimaria asituateddidacticsofthephilosophyamodeltoattendtheestrangementoftheteachers AT moraleslaurasusana unadidacticasituadadelafilosofiadispositivoparaacompanarelextranamientodocente AT belenbedettimaria unadidacticasituadadelafilosofiadispositivoparaacompanarelextranamientodocente AT moraleslaurasusana unedidactiquesitueedelaphilosophiedispositifpouraccompagnerladistanciationdelenseignement AT belenbedettimaria unedidactiquesitueedelaphilosophiedispositifpouraccompagnerladistanciationdelenseignement AT moraleslaurasusana umadidaticasituadadafilosofiadispositivoparaacompanharoestranhamentodocente AT belenbedettimaria umadidaticasituadadafilosofiadispositivoparaacompanharoestranhamentodocente AT moraleslaurasusana situateddidacticsofthephilosophyamodeltoattendtheestrangementoftheteachers AT belenbedettimaria situateddidacticsofthephilosophyamodeltoattendtheestrangementoftheteachers |
