Examinando por Autor "Cortés Ramírez, Karen Jullieth"
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- ÍtemFilosofía como estrategia pedagógica para el fortalecimiento del pensamiento crítico(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Cortés Ramírez, Karen Jullieth; Osma Loaiza, Juan CarlosThe demands of today's world make the transformation of education necessary, which, in turn, must focus on the guide for the development of functional competences for life. In this way, one of these competences is critical thinking, fundamental for decision making, problem solving, reflection, analysis and other aspects that every subject should have, to contribute to their society. Consequently, due to the problems regarding the critical abilities of individuals, which are revealed in specific situations such as argumentation in a conversation, suffrage, the exercise of citizenship, among others, the present investigation aims at strengthening of critical thinking in children of 5-7 years of the Fundación Hogar San Mauricio who are under the protection of ICBF. At the same time, all this is carried out based on a qualitative paradigm with a reflexive social critical approach and an action research methodology, with the purpose of knowing the perspectives of the participating subjects, taking up aspects of their reality for the construction of a strategy that makes possible the mitigation of problem. Also, it should be noted that interventions to interact with the population, are carried out from a non-formal educational approach, to transcend from classrooms to other real-life spaces. In accordance with this, a pedagogical proposal called "Children's Mayélectica" is designed, based on the method of Philosophy for Children (PfC) proposed by Matthew Lipman, to fulfill the objective already mentioned. Similarly, with the execution of this proposal, it is possible to strengthen in the population the standards of competence of critical thinking proposed by Richard Paul and Linda Elder, on the whole with the work in the control of behaviors and attitudes that the children replicate of the contexts in which they lived before being in the foundation.