La evaluación en Filosofía ¿Cuáles son los aspectos didácticos y políticos de la evaluación en filosofía?

Abstract

The general purpose of this essay is to show which are the main didactic and political aspects of evaluation in philosophy, since, in the teaching of philosophy, evaluation in the school context is a complex task, and involves certain didactic and political aspects that must be recognized and understood by teachers so that they can carry out a more conscious evaluative action of the teaching processes. learning. Didactics in philosophy allows a reflective work that leads to questioning the fundamentals of teaching, educational purposes, methods, training content, forms of evaluation, its fields of application and its limits, facilitating the contact of philosophy with the social reality and the deployment of evaluation in training action. Didactics in philosophy does not seek to adapt teaching to the demands of the educational system, since it certainly intends to turn the philosophy classroom into a space for reflection, dialogue, expression of thought and the free philosophizing of the student, without forgetting the Philosophical rigor, where not only acquired knowledge is evaluated, but also attitudes, creativity, and originality, hence the qualitative nature and the need for self-evaluation processes. What is important is not the grade that was obtained, but what was achieved and how much was learned. On the other hand, regarding the political aspects of the evaluation in philosophy, the question focuses on the institutionalization of education and Philosophy, teachers have to fulfill a double task, on the one hand, that of pedagogues (trainers), and on the other, that of State officials (accreditors of knowledge), and evaluation has been located in this uncomfortable place, that is, as a tool to improve teaching-learning and as a functional instrument of the State.