Resumo

PULIDO CORTES, Oscar; ROJAS DEVIA, Jorge Aníbal  e  CONTRERAS, Deiscy M.. Philosophical Concepts and Assessment in Philosophy: a Contemporary Educational Approach. Prax. Saber [online]. 2024, vol.15, n.40, pp.67-83.  Epub 25-Fev-2025. ISSN 2216-0159.  https://doi.org/10.19053/uptc.22160159.v15.n40.2024.17120.

The article presents the partial results of research that investigates discourses and practices on philosophical content and evaluation of philosophy in the teaching of philosophy and its relationship with the training of students in basic and middle education institutions. The fundamental questions guiding the research focus on the role of evaluation in the development of critical thinking in the teaching of philosophy and on the theoretical- methodological aspects that allow addressing evaluation in philosophy as a philosophical problem. The analysis is organized into three main categories: philosophical teaching, the relationship of philosophy with the curriculum and pedagogical models, and educational and philosophical evaluation. The article emphasizes the importance of conceiving evaluation as a formative process that facilitates a learning environment for the assimilation and understanding of philosophical topics. It concludes by emphasizing the importance of understanding evaluative methods in philosophy education and challenging traditional educational paradigms in philosophical content, advocating for a critical, experiential, and conceptual approach.

Palavras-chave : philosophy of education; teaching of philosophy; evaluation; evalution in philosophy; curriculum; teacher.

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