<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-2494</journal-id>
<journal-title><![CDATA[Pedagogía y Saberes]]></journal-title>
<abbrev-journal-title><![CDATA[Pedagogía y Saberes]]></abbrev-journal-title>
<issn>0121-2494</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Educación Universidad Pedagógica Nacional]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-24942017000200031</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El análisis didáctico de Wolfgang Klafki como alternativa para la enseñanza de la filosofía]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactic Analysis of Wolfgang Klafki as an Alternative for Teaching Philosophy]]></article-title>
<article-title xml:lang="pt"><![CDATA[A análise didática de Wolfgang Klafki como alternativa para o ensino da filosofia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paredes Oviedo]]></surname>
<given-names><![CDATA[Diana Melisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<numero>47</numero>
<fpage>31</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-24942017000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-24942017000200031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-24942017000200031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo es una reflexión que se desarrolla en dos partes: la primera de ellas expone los elementos esenciales de la propuesta de una Didáctica Crítico-constructiva de Wolfgang Klafki que tiene la formación como concepto clave para pensar la enseñanza, cuya meta esencial es lograr la emancipación de los estudiantes a través de la autodeterminación, la cogestión y la solidaridad. Lo anterior se materializa en pautas para un diseño didáctico concreto (análisis didáctico) y en su interés por impulsar escenarios educativos democráticos. La segunda parte es un ejercicio de análisis didáctico aplicado al campo de la enseñanza de la filosofía que ofrece a los docentes de filosofía un enfoque para el diseño de sus propuestas formativas teniendo como norte la emancipación y la transformación social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo é uma reflexão que se desenvolve em duas seções: a primeira delas expõe os elementos essenciais da proposta de uma Didática Crítico-construtiva de Wolfgang Klafki, na que a formação é conceito básico para pensar o ensino, cuja meta essencial é conseguir a emancipação dos estudantes através da autodeterminação, a congestão e a solidariedade. Isso é evidente nas pautas para um planejamento didático concreto (análise didática) e no seu interesse por impulsar cenários educativos democráticos. A segunda seção é um exercício de análise didática aplicado ao campo do ensino da filosofia, que oferece aos professores de filosofia uma abordagem para o planejamento das suas propostas formativas baseadas na emancipação e a transformação social.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Análisis didáctico]]></kwd>
<kwd lng="es"><![CDATA[didáctica crítico-constructiva]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la filosofía]]></kwd>
<kwd lng="es"><![CDATA[planeación didáctica]]></kwd>
<kwd lng="en"><![CDATA[Didactic analysis]]></kwd>
<kwd lng="en"><![CDATA[critical-constructive teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching of philosophy]]></kwd>
<kwd lng="en"><![CDATA[didactic planning]]></kwd>
<kwd lng="pt"><![CDATA[Análise didática]]></kwd>
<kwd lng="pt"><![CDATA[didática crítico-construtiva]]></kwd>
<kwd lng="pt"><![CDATA[ensino da filosofia]]></kwd>
<kwd lng="pt"><![CDATA[planejamento didático]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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