EPAS: Una estrategia pedagógica para la generación de aprendizajes significativos en el área de filosofía en los estudiantes de grado undécimo del Colegio de la Presentación de Ubate

Abstract

The research process described here begins with the evidence of the problem facing the teaching of philosophy in schools. Thus after several observation processes in different institutions of the Municipality of Ubaté, it was found that school philosophical education is now affected by various factors, including the decontextualisation of subjects, gaps in terms of curriculum regulation and curricula, the lack of suitable teachers for teaching and the short time within the classrooms given to the subject. Faced with this arises the question of research, what pedagogical strategy should be used in the teaching of philosophy of eleventh grade, in the College of the Presentation Ubaté, for the generation of meaningful learning that contributes to the construction of your life project? Around this question are set objectives with which we want to design and implement a pedagogical strategy that generates real meaningful learning within the philosophy class in the context already mentioned and that contribute to the structuring of the students' life project. The research work is framed in the perspective of research in pedagogy, with a critical-social approach seeking to transform some educational realities that are lived today. Work is also placed within the type of mixed research by working and managing qualitative and quantitative information. Finally, the techniques and instruments used to collect the information are mentione In this way, it is highlighted in the fact that philosophy becomes necessary for the adolescent in relation to contributing as mentioned above to the formation of critical thinking and although this is not the reality of the educational institutions since philosophical teaching has different real objectives such as fulfilling a requirement or preparing for state tests, In this way, very little attention is paid to creating strategies that really contribute to the formation of the person in all its dimensionsd. The EPAS strategy, designed and proposed by the researcher, is a pedagogical strategy for the generation of meaningful learning in the area of philosophy which takes place in three moments, a preintructional stage which seeks to activate the student’s previous knowledge of the subject, a second cointructional stage where the relation of the previous ideas with the new knowledge imparted and a third postin structional stage where it appropriates and manages in acquired knowledge in order to transform a reality of the environment. Finally, the findings and analysis of the information leading to the conclusion that the pedagogical work under the EPAS strategy in its three moments made learning a more dynamic exercise are shown, organized and contextualized thus replacing the traditional masterful exposition of the topic. Instead, the student was given more participation, his critical, dialogic and creative abilities were taken into account, thus allowing the young person to be truly the author of his own learning.