Plan de estudios de filosofía basado en preguntas para el desarrollo del pensamiento complejo en secundaria
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Fecha
2025
Autores
Llinás De Moya, Ricardo Javier
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta investigación se propone deconstruir el currículo de filosofía en la educación
secundaria. Se hace un acercamiento al problema y su contexto y se realiza un
estado del arte que permite establecer que existe una preponderancia de los
programas histórico-lineales, y la necesidad de cambiarlos por programas basados
en preguntas. Para lo anterior, nos valemos del pensamiento complejo de Edgar
Morin como visión de mundo o paradigma para tener una perspectiva de la
realidad acorde con el objeto de estudio. Suscribiremos una perspectiva crítica de
la educación desde Paulo Freire y Matthew Lipman que nos sirva de apoyo para
resaltar la importancia de la pregunta en la educación en general y en la
enseñanza de la filosofía en particular, esto enmarcado en una teoría de currículo
emergente coherente con la visión teórica. Y finalmente suscribimos la teoría de la
deconstrucción como vía crítica para desmontar el currículo de filosofía y genera
una visión más abierta del mismo.
La tesis parte del reconocimiento de una tendencia ampliamente extendida en la
enseñanza de la filosofía: la organización de los contenidos de forma histórica y
lineal, centrada en la cronología de autores, escuelas y periodos, lo que limita el
pensamiento crítico, creativo y complejo de los estudiantes. Esta tendencia ha sido
denominada en esta investigación como el "Efecto Mundo de Sofía", en alusión a
la novela de Jostein Gaarder, que ha contribuido a consolidar una visión cerrada y
narrativa de la historia de la filosofía como modelo pedagógico.
Desde una perspectiva crítica, la investigación asume una metodología cualitativa
apoyada en la Investigación Acción Educativa (IAE), desarrollada en una
institución educativa colombiana. Participaron estudiantes y docentes de filosofía
de educación media, quienes aportaron sus visiones, experiencias y propuestas a
lo largo de entrevistas, talleres, devoluciones sistemáticas y ejercicios de cocreación curricular.
El trabajo se desarrolló en tres fases. En primer lugar, se develaron las
características del currículo prescrito y del plan de estudios vigente, evidenciando
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una estructura rígida, orientada por la acumulación de contenidos y la
reproducción de un canon filosófico. En la segunda fase, se exploraron las
concepciones de los distintos actores institucionales en torno a la filosofía, el
pensamiento complejo y el currículo, lo cual permitió construir categorías
emergentes como Libertad de pensamiento, Filosofía para la vida cotidiana,
Participación estudiantil, Estructura flexible y Proceso abierto. Finalmente, en la
tercera fase, se generaron espacios participativos para el diseño colectivo de un
nuevo plan de estudios, basado en núcleos problematizadores, preguntas
significativas y propuestas temáticas sugeridas por los estudiantes.
Entre los principales aportes de la investigación se destacan: la construcción de
una alternativa curricular abierta y flexible que reconoce al estudiante como sujeto
epistémico; la validación del enfoque de complejidad como marco teórico y
metodológico para la transformación educativa; y la generación de conocimiento
original mediante la deconstrucción crítica del modelo tradicional de enseñanza de
la filosofía. El estudio concluye que es posible construir planes de estudios que no
reproduzcan lógicas lineales y fragmentadas, sino que se articulen como sistemas
abiertos, dialógicos y situados, que propicien el desarrollo del pensamiento
complejo en los jóvenes
This research aims to deconstruct the philosophy curriculum in secondary education. It begins with an approach to the problem and its context, followed by a state-of-the-art review that establishes the predominance of chronological programs and the need to replace them with question-based curricula. To this end, we draw on Edgar Morin’s complex thought as a worldview or paradigm that offers a way of understanding reality consistent with the object of study. We also adopt a critical educational perspective based on the ideas of Paulo Freire and Matthew Lipman, which serves to highlight the importance of the question in education in general and in philosophy teaching in particular. This is framed within a theory of emergent curriculum coherent with the chosen theoretical framework. Finally, we subscribe to deconstruction as a critical path to dismantle the current philosophy curriculum and generate a more open vision of it. The thesis begins by recognizing a widely extended trend in the teaching of philosophy: the historical and linear organization of content, centered on the chronology of authors, schools, and periods. This model limits students’ critical, creative, and complex thinking. In this research, the phenomenon is referred to as the “Sophie's World Effect”, alluding to the novel by Jostein Gaarder, which has contributed to consolidating a closed and narrative vision of the history of philosophy as a pedagogical model. From a critical perspective, the research adopts a qualitative methodology supported by Educational Action Research (EAR), conducted in a Colombian secondary school. Philosophy students and teachers participated actively, contributing their views, experiences, and proposals through interviews, workshops, systematic feedback sessions, and curricular co-creation exercises. The study was conducted in three phases. First, the characteristics of the prescribed curriculum and the current syllabus were revealed, showing a rigid structure focused on the accumulation of content and the reproduction of a 5 philosophical canon. In the second phase, the conceptions of various institutional actors regarding philosophy, complex thinking, and curriculum were explored, leading to the emergence of key categories such as freedom of thought, philosophy for everyday life, student participation, flexible structure, and open process. Finally, in the third phase, participatory spaces were created for the collective design of a new curriculum, based on problematizing thematic cores, meaningful questions, and topic proposals suggested by the students themselves. The main contributions of this research include: the development of an open and flexible curricular alternative that recognizes the student as an epistemic subject; the validation of the complexity approach as a theoretical and methodological framework for educational transformation; and the generation of original knowledge through the critical deconstruction of the traditional model of philosophy teaching. The study concludes that it is possible to build curricula that do not replicate linear and fragmented logics, but rather operate as open, dialogical, and situated systems that foster the development of complex thinking in young people
This research aims to deconstruct the philosophy curriculum in secondary education. It begins with an approach to the problem and its context, followed by a state-of-the-art review that establishes the predominance of chronological programs and the need to replace them with question-based curricula. To this end, we draw on Edgar Morin’s complex thought as a worldview or paradigm that offers a way of understanding reality consistent with the object of study. We also adopt a critical educational perspective based on the ideas of Paulo Freire and Matthew Lipman, which serves to highlight the importance of the question in education in general and in philosophy teaching in particular. This is framed within a theory of emergent curriculum coherent with the chosen theoretical framework. Finally, we subscribe to deconstruction as a critical path to dismantle the current philosophy curriculum and generate a more open vision of it. The thesis begins by recognizing a widely extended trend in the teaching of philosophy: the historical and linear organization of content, centered on the chronology of authors, schools, and periods. This model limits students’ critical, creative, and complex thinking. In this research, the phenomenon is referred to as the “Sophie's World Effect”, alluding to the novel by Jostein Gaarder, which has contributed to consolidating a closed and narrative vision of the history of philosophy as a pedagogical model. From a critical perspective, the research adopts a qualitative methodology supported by Educational Action Research (EAR), conducted in a Colombian secondary school. Philosophy students and teachers participated actively, contributing their views, experiences, and proposals through interviews, workshops, systematic feedback sessions, and curricular co-creation exercises. The study was conducted in three phases. First, the characteristics of the prescribed curriculum and the current syllabus were revealed, showing a rigid structure focused on the accumulation of content and the reproduction of a 5 philosophical canon. In the second phase, the conceptions of various institutional actors regarding philosophy, complex thinking, and curriculum were explored, leading to the emergence of key categories such as freedom of thought, philosophy for everyday life, student participation, flexible structure, and open process. Finally, in the third phase, participatory spaces were created for the collective design of a new curriculum, based on problematizing thematic cores, meaningful questions, and topic proposals suggested by the students themselves. The main contributions of this research include: the development of an open and flexible curricular alternative that recognizes the student as an epistemic subject; the validation of the complexity approach as a theoretical and methodological framework for educational transformation; and the generation of original knowledge through the critical deconstruction of the traditional model of philosophy teaching. The study concludes that it is possible to build curricula that do not replicate linear and fragmented logics, but rather operate as open, dialogical, and situated systems that foster the development of complex thinking in young people
Descripción
Palabras clave
Filosofía, Plan de estudios, Pensamiento complejo, Pensamiento crítico, Pensamiento creativo.
