Didactics of meaning
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The dispute between the Hegelians who have focused their interest on teaching philosophy and the Kantians who have favoured learning to philosophise, has marked the reflection that revolves around the role of philosophy as an academic space in secondary education. This paper is based on the contextual problem of the exclusion of philosophy in the legislative proposals of public policy in Colombian education, identifying that the absence of a defined place within the curriculum has blurred its in the educational work of the school. In this framework, the Didactics of meaning is proposed as an a...
The dispute between the Hegelians who have focused their interest on teaching philosophy and the Kantians who have favoured learning to philosophise, has marked the reflection that revolves around the role of philosophy as an academic space in secondary education. This paper is based on the contextual problem of the exclusion of philosophy in the legislative proposals of public policy in Colombian education, identifying that the absence of a defined place within the curriculum has blurred its in the educational work of the school. In this framework, the Didactics of meaning is proposed as an analogical perspective that generates a dialogue between meaning and signifier, in the context of pedagogical practice as a field of metacognition and transformation in the profession of being a teacher. Finally, this study is framed within the Catholic school, due to the relevance it has had in the constitution of the school institution in Latin America and its commitment to critical reflexivity, without this constituting a criterion of exclusion of the non-denominational school.
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