Resumen

MARINO-DIAZ, Liliana Andrea; PULIDO-CORTES, Oscar  y  MORALES-MORA, Lola María. PHILOSOPHICAL ATTITUDE, CHILDHOOD, AND TEACHER EDUCATION. Prax. Saber [online]. 2016, vol.7, n.15, pp.81-101. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v7.n15.2016.5724.

This paper discusses the research results on philosophical attitude and infancy: education and transformation of teachers; being its goal to design a proposal for the development of a philosophical attitude.

These reflections arose from a research experience at the kindergarten of the Pedagogical and Technological University of Colombia, using the qualitative paradigm with a critical-social approach. This paradigm builds on the relationship between the philosophical attitude and childhood. The first is understood as a disposition and lifestyle reflected in critical, creative and sensitive thinking; while the second one is appreciated as attitude and not as a chronological and unfinished stage. A teacher training proposal was developed, supported by three tools: writing, reading, and problem solving; elements addressed based on the philosophy program for children. This proposal produced education and transformation practices, in terms of continuous learning, self-reflection, criticism, creation, questioning and searching; leading to the care of self, of others, and of what is alien, as a condition to embody the teacher's role in the creation of spaces that strengthen the philosophical attitude.

Palabras clave : philosophy teaching; philosophical attitude; childhood; teacher education; philosophy for children; philosophy with children.

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