Resumen

PAREDES OVIEDO, Diana Melisa. Didactic Analysis of Wolfgang Klafki as an Alternative for Teaching Philosophy. Pedagogía y Saberes [online]. 2017, n.47, pp.31-47. ISSN 0121-2494.

This article is a reflection made in two parts: the first one presents the essential elements of the proposal of a critical-constructive didactics of Wolfgang Klafki, where training is a key concept to approach teaching, with the essential goal of shaping independent students through self-determination, co-management and solidarity. This is materialized in guidelines for a concrete didactic design (didactic analysis) and in its interest to promote democratic educational scenarios. The second part is an exercise of didactic analysis applied to teaching philosophy that offers to philosophy teachers an approach for the design of their education proposals with the final goal of achieving independence and social transformation.

Palabras clave : Didactic analysis; critical-constructive teaching; teaching of philosophy; didactic planning.

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