Perspectivas docentes sobre la enseñanza de la filosofía como problema filosófico

Abstract

Abstract:The teaching of Philosophy as a philosophical problem that generates critical thinking at the high school level is the motivation for this work. Starting from a problematic situation analyzed on the basis of a literature review, the Philosophy teacher perspectives on the teaching of Philosophy were identified. The research was based on a qualitative approach using a survey that included: sociodemographic -academic characterization, the relationship that Philosophy has with reality and daily life, the perceived importance of current philosophical problems and the teacher's perception of the contribution of current Philosophy curriculum to critical thinking. A strong link between the teachers surveyed with philosophy as a disciplinewas identified, since mostof them have third-level studiesin the area, with an inclination towards it by prior decision. Teachers consider that there are important philosophical problems related to everyday life and current reality that must be properly identified and analyzed. Philosophy contextualized in this way is called to fulfill a main role as a transversal axis in the training of students with critical thinking.