Philosophical attitude, childhood, and teacher education
This paper discusses the research results on philosophical attitude and infancy: education and transformation of teachers; being its goal to design a proposal for the development of a philosophical attitude. These reflections arose from a research experience at the kindergarten of the Pedagogical an...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2016
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5724 |
| _version_ | 1802223971995746304 |
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| author | Mariño Díaz, Liliana Andrea Pulido Cortés, Oscar Morales Mora, Lola María |
| author_facet | Mariño Díaz, Liliana Andrea Pulido Cortés, Oscar Morales Mora, Lola María |
| author_sort | Mariño Díaz, Liliana Andrea |
| collection | OJS |
| description | This paper discusses the research results on philosophical attitude and infancy: education and transformation of teachers; being its goal to design a proposal for the development of a philosophical attitude. These reflections arose from a research experience at the kindergarten of the Pedagogical and Technological University of Colombia, using the qualitative paradigm with a critical-social approach. This paradigm builds on the relationship between the philosophical attitude and childhood. The first is understood as a disposition and lifestyle reflected in critical, creative and sensitive thinking; while the second one is appreciated as attitude and not as a chronological and unfinished stage. A teacher training proposal was developed, supported by three tools: writing, reading, and problem solving; elements addressed based on the philosophy program for children. This proposal produced education and transformation practices, in terms of continuous learning, self-reflexion,criticism, creation, questioning and searching; leading to the care of self, of others, and of what is alien, as a condition to embody the teacher’s role in the creation of spaces that strengthen the philosophical attitude. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-5724 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2016 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-57242019-02-26T14:40:55Z Philosophical attitude, childhood, and teacher education Actitud filosófica, infancia y formación de maestros Attitude philosophique, enfance et formation de professeurs Atitude filosófica, infância e formação de professores Mariño Díaz, Liliana Andrea Pulido Cortés, Oscar Morales Mora, Lola María philosophy teaching philosophical attitude childhood teacher education philosophy for children philosophy with children. enseñanza de la filosofía actitud filosófica infancia formación de maestros filosofía para niños filosofía con niños enseignement de la philosophie attitude philosophique enfance formation de professeurs philosophie pour les enfants philosophie avec les enfants. ensino da filosofia atitude filosófica infância formação de professores filosofia para crianças filosofia com crianças. This paper discusses the research results on philosophical attitude and infancy: education and transformation of teachers; being its goal to design a proposal for the development of a philosophical attitude. These reflections arose from a research experience at the kindergarten of the Pedagogical and Technological University of Colombia, using the qualitative paradigm with a critical-social approach. This paradigm builds on the relationship between the philosophical attitude and childhood. The first is understood as a disposition and lifestyle reflected in critical, creative and sensitive thinking; while the second one is appreciated as attitude and not as a chronological and unfinished stage. A teacher training proposal was developed, supported by three tools: writing, reading, and problem solving; elements addressed based on the philosophy program for children. This proposal produced education and transformation practices, in terms of continuous learning, self-reflexion,criticism, creation, questioning and searching; leading to the care of self, of others, and of what is alien, as a condition to embody the teacher’s role in the creation of spaces that strengthen the philosophical attitude. Aborda los resultados de la investigación actitud filosófica e infancia: formación y trasformación de maestros1 siendo su objetivo diseñar una propuesta para el desarrollo de la actitud filosófica. Estas reflexiones se realizaron a partir de la experiencia investigativa realizada en el Jardín Infantil de la Universidad Pedagógica y Tecnológica de Colombia, desde el paradigma cualitativo con un enfoque crítico-social; construye la relación entre la actitud filosófica e infancia, la primera es entendida como una disposición y estilo de vida que se refleja en el pensamiento crítico, creativo y sensible; la segunda comprendida como actitud y no como una etapa cronológica e inacabada. Se elaboró una propuesta de formación de maestros estableciendo tres herramientas: escritura, lectura y problematización, elementos que se orientaron a partir del programa filosofía para niños. Esta propuesta produjo prácticas de formación y trasformación en términos de constante aprendizaje, autorreflexión, crítica, creación, cuestionamiento e investigación que conducen al cuidado de sí, de los otros y de lo otro como condición para asumir el lugar de maestro en relación con la creación de espacios de fortalecimiento de la actitud filosófica. Ce travail aborde les résultats de la recherche intitulée Attitude philosophique et enfance : formation des professeurs , dont le but est de créer une proposition pour le développement de l’attitude philosophique. Ces réflexions partent de l’expérience de recherche menée dans le jardin d’enfants de l’Université Pédagogique et Technologique de Colombie qui a eu recours au paradigme qualitatif avec une approche critique-sociale. Le travail met en relation l’attitude philosophique et l’enfance, la première étant comprise comme une volonté et un mode de vie qui se reflètent dans la pensée critique, créative et sensible; la deuxième, comme une attitude plutôt qu’une étape chronologique et inachevée. C’est ainsi qu’on a créé une proposition de formation pour les professeurs fondée sur trois outils: écriture, lecture et problématisation, des éléments tirés du programme philosophie pour les enfants. Cette proposition a produit des pratiques de formation et de transformation en termes d’apprentissage continu, autoréflexion, critique, création, mise en question et recherche conduisant au soin de soi-même, des autres et de cela, comme condition pour assumer la place de professeur quant à la création d’espaces de renforcement de l’attitude philosophique. Neste trabalho são discutidos os resultados da pesquisa sobre atitude filosófica e infância: formação e transformação de professores, cujo objetivo é elaborar uma proposta para o desenvolvimento da atitude filosófica. Estas reflexões foram feitas a partir da experiência decorrente da pesquisa realizada no jardim de infância da Universidade Pedagógica e Tecnológica da Colômbia, partindo do paradigma qualitativo, com abordagem crítico-social; constrói a relação entre atitude filosófica e infância, a primeira sendo entendida como uma disposição e estilo de vida que se reflete no pensamento crítico, criativo e sensível; e a segunda como atitude e não como uma etapa cronológica inacabada. Foi elaborada uma proposta de formação de professores estabelecendo três ferramentas: escritura, leitura e problematização. Esses elementos foram determinados a partir do programa da matéria filosofia para crianças. Esta proposta integrou práticas de formação e transformação para que haja uma aprendizagem constante, auto-reflexão, crítica, criação, questionamentos e pesquisa, os quais levam a cuidar de si mesmo e dos outros como uma condição para que possa se assumir o lugar de professor em relação à criação de espaços para o fortalecimento da atitude filosófica. Universidad Pedagógica y Tecnológica de Colombia 2016-10-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml application/zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5724 10.19053/22160159.v7.n15.2016.5724 Praxis & Saber; Vol. 7 No. 15 (2016): Formación de Maestros; 81-101 Praxis & Saber; Vol. 7 Núm. 15 (2016): Formación de Maestros; 81-101 Praxis & Saber; Vol. 7 No 15 (2016): Formación de Maestros; 81-101 Praxis & Saber; V. 7 N. 15 (2016): Formación de Maestros; 81-101 Praxis & Saber; v. 7 n. 15 (2016): Formación de Maestros; 81-101 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5724/4825 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5724/7329 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5724/7330 |
| spellingShingle | philosophy teaching philosophical attitude childhood teacher education philosophy for children philosophy with children. enseñanza de la filosofía actitud filosófica infancia formación de maestros filosofía para niños filosofía con niños enseignement de la philosophie attitude philosophique enfance formation de professeurs philosophie pour les enfants philosophie avec les enfants. ensino da filosofia atitude filosófica infância formação de professores filosofia para crianças filosofia com crianças. Mariño Díaz, Liliana Andrea Pulido Cortés, Oscar Morales Mora, Lola María Philosophical attitude, childhood, and teacher education |
| title | Philosophical attitude, childhood, and teacher education |
| title_alt | Actitud filosófica, infancia y formación de maestros Attitude philosophique, enfance et formation de professeurs Atitude filosófica, infância e formação de professores |
| title_full | Philosophical attitude, childhood, and teacher education |
| title_fullStr | Philosophical attitude, childhood, and teacher education |
| title_full_unstemmed | Philosophical attitude, childhood, and teacher education |
| title_short | Philosophical attitude, childhood, and teacher education |
| title_sort | philosophical attitude childhood and teacher education |
| topic | philosophy teaching philosophical attitude childhood teacher education philosophy for children philosophy with children. enseñanza de la filosofía actitud filosófica infancia formación de maestros filosofía para niños filosofía con niños enseignement de la philosophie attitude philosophique enfance formation de professeurs philosophie pour les enfants philosophie avec les enfants. ensino da filosofia atitude filosófica infância formação de professores filosofia para crianças filosofia com crianças. |
| topic_facet | philosophy teaching philosophical attitude childhood teacher education philosophy for children philosophy with children. enseñanza de la filosofía actitud filosófica infancia formación de maestros filosofía para niños filosofía con niños enseignement de la philosophie attitude philosophique enfance formation de professeurs philosophie pour les enfants philosophie avec les enfants. ensino da filosofia atitude filosófica infância formação de professores filosofia para crianças filosofia com crianças. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/5724 |
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