Aprendizaje significativo y pedagogía activa en el desarrollo del pensamiento crítico y creativo en la asignatura de filosofía de los estudiantes del grado 6B en el colegio Domingo Savio, de Valledupar, Cesar.

Abstract

The research conducted in the sixth-grade classroom during the teaching of philosophy tends to contribute to improving the practice, history, experience and roles of teachers and students from the research-action approach by asking: How can a meaningful learning and an active pedagogy influence as a strategy to develop critical and creative thinking in the subject of philosophy?

To cultivate, develop and strengthen children's own philosophical attitudes requires the support of all those involved in the educational institution, which is, the administration, teachers, curriculum, parents and the community in general to sustain the vision and mission that is proposed in a systematic way.

By enriching the teaching practice through the use of meaningful learning and active pedagogy as a strategy, critical and creative thinking is favored in the classroom from the planning. Execution and evaluation of the teaching praxis, projecting an authentic formation and education of the students, guarded and guided by the proposal of a new curriculum, an area and classroom plan, new techniques and methods that generate more meaningful and enriching spaces according to the ages and interests of the students, since philosophy needs more than other subjects an active and personalized methodology, capable of awakening the desire for initiative and creative activity.

Critical and creative thinking must be programmed, "cultivated" and accompanied by a rich teaching praxis, which recognizes the students' previous knowledge and taste for learning from the competences, and fosters a classroom environment that develops thinking skills, dialogicality, proposition, trial-error, teamwork and music-culture to arouse new and diverse futures in the students of the 21st century.