Filosofía para SER Niños desde la Perspectiva del Personalismo Comunitario.

Abstract

Philosophy for BEING children emerges as a line of research within the Contemporary Pedagogical Thought Collective (CPTC), where the contributions of three other lines of research that preceded it in the same Collective converge, namely: Art & Philosophy (APh), Innovation & Agency (IA) and Childhood & Corporeality (ChC). In the present inquiry we have tried to analyze the identity markers of the school philosophy teacher, having a defined philosophical perspective, that of communitarian personalism, within the framework of the qualitative paradigm, following the argumentative documentary research method framed in the horizon of hermeneutic phenomenology, the approach to the documentary sources of the CPTC and other recognized authors has been achieved, using the text comprehension matrices. This research report consists of five parts. The first part presents the context and the place of inquiry; likewise, the description of the problem, the formulation of the problem question and the statement of the objectives, both general and specific. In addition, the background and justification are presented. The second part presents the theoretical references through which the four research categories were approached: school philosophy, community personalism, school, child and teacher.

The third part describes the methodological design with the type and approach of the research, the conceptualization of the methodology from the phenomenological-hermeneutic epistemological perspective, the contributions of the subjects, their experiences, the characteristics of educational research in Latin America and the four phases of work defined in the methodological route. The fourth part presents the results and gives way to a discussion based on the apprehensions identified in the four categories; finally, the conclusions and recommendations are enunciated. The initial purpose that has been concomitant during the research process is related to the analysis of the identity markers (IM) of the school philosophy teacher, through the identification of these, based on the theoretical elements provided by the line of Art & Philosophy (APh). Likewise, the formulation of an explanation regarding the impact of the IM has been approached based on the contributions of the Innovation & Agency (IA) line, with a view to establishing the importance of the contributions of the Childhood & Corporeality (ChC) line.