Filosofía para niños aplicada a la investigación educativa en relación con la identidad cultural dentro del subnivel básica superior

Abstract

Philosophy for Children (FpN) is a discipline of limited access in classrooms, where their teaching must be loaded with meaning, using stories, discussions or conversations. In the contemporary stage, the philosopher Mattew Lipman (1992) tried to generate constructive learning from dialogues that motivate students, to arrive at a deliberative knowledge. The objective of this research is to apply the FpN as a didactic proposal for the strengthening of critical and reflective attitudes on the issue of cultural identity in a dialogic way. To understand how the concept of cultural identity is conceive in school contexts of Basic General Education in Cuenca (Ecuador). We use the hermeneutical methodology, with a qualitative approach, since the data collected are descriptive and observable, little susceptible to quantification; so that these were obtain base on the interpretation of the transcripts of each session, which were based on stories with questions that generated the discussions. The proposal of the FpN program was implement with 66 students, as a result, the lack of dialogue between them is evident, and as they do not inquire reflexively and critically about the cultural identity, they possess or ask about it. For this reason, the teacher is the one who must mediate creating strategies that stimulate reflection among his students. It concluded that the FpN program through the stories told, especially the questions that generated the dialogue, strengthens the reflexive and critical attitudes.