Formación de niños como agentes de trasformación social en la comunidad del barrio Juan XXIII
Fecha
2021-08-31Registro en:
Florido Bustos, C. (2021). Formación de niños como agentes de trasformación social en la comunidad del barrio Juan XXIII (Tesis y disertaciones académicas). Universidad Santo Tomás.
Autor
Florido Bustos, Cristian Ismael
Institución
Resumen
Philosophy is a children's matter. Jostein Gaarder (1991) in his famous book Sofía's World recreates a scenario in which Sofía, a 15-year-old girl, has her philosophical awakening thanks to a question that a mysterious professor leaves her in her mailbox at home. After this fact, she begins an adventure that pushes her to recognize a philosophical conscience to analyze her life and the world that surrounds her.
This story is a sample of inspiration to understand that philosophy is not an element that should remain in the conscience of a select group of academic adults who are behind a desk, but that philosophy can be taken to children in each one of them. their stages of development until they reach their philosophical maturity, since the questions and interests of philosophy also disturb children; they wonder about death, life, existence, truth, and the tool to forge this path of conceptual and practical inquiry is without a doubt philosophy.
And why is it a matter of children? Because philosophy is more than an idea, it is an experience, and as an experience it implies curiosity, inquiry, search, question, doubt, suspicion, conceptualization, joy, and all those values and capacities that the adult when it leaves from being a child he begins to lose, for this reason, the first nature of philosophy is in children.
The research proposal of this social internship brought philosophy to children hand in hand with the principles of Philosophy for Children by Matthew Lipman and pedagogy for the development of autonomy by Hans Aebli, since the teaching of philosophy has focused on generating educational processes that stagnate within a few hours in the last grades of basic training or in some countries is an elective subject, few educational institutions and governments recognize the fundamental value of philosophy to forge humanity.
Another aspect that this research and social internship sought was to recognize popular neighborhoods as a new setting for teaching philosophy to children. These types of territories have important characteristics, which are village, community and social leadership awareness, important aspects to manage philosophical projects that do not start from the contemplation of a philosophical idea but from the use of philosophical categories to generate real changes in their contexts and communities, that is, philosophy can also leave the educational institutions to become a cultural, neighborhood, social and self-knowledge element.
Within the previous context, the investigative experience of this social internship brought philosophy to children and pedagogy for the development of autonomy to the community of the Juan XXIII neighborhood located in the town of Chapinero. This place has been characterized by being made up of social leaders who have transformed their context from the beginning of the conformation of their territory. They themselves have been in charge of building the houses, the access roads, the lighting and sewerage network, a communal hall, a little school, as well as care and training projects for all its inhabitants, since they have organized spaces for pregnant mothers, for the care of children, sports spaces for young people, citizenship training for adults and care for the elderly.
The recognition of the identity of the Juan XXIII neighborhood as social leaders both in the perception of its inhabitants and in that of numerous professionals and state entities allowed to raise the need to make a generational legacy, that is, to promote the culture of social leadership of this community in the children who represent the new generation of this neighborhood. To respond to this need, a training project was proposed for children who, assuming the theoretical structures of multidimensional thought of Philosophy for Children and pedagogy for the development of autonomy, manage to become agents of social transformation, that is, leaders who from philosophical categories they interpret and create a contribution to the development of their neighborhood.
The means on which this proposal was made was through autonomous philosophical pedagogical workshops. These workshops were organized through three (3) modules corresponding to each dimension of multidimensional thinking, that is, one (1) of critical thinking, another of caring thinking and another of creative thinking, which were developed according to the didactics proposed by the pedagogy of the development of autonomy.
Within the framework of qualitative research, the workshops were configured as an investigative and training tool, which allowed the organization of a diagnostic phase in which an evaluation rubric was carried out and interpreted, and an operational phase that led to the design and organization of the autonomous pedagogical philosophical workshops and field journals in which the experience of the workshops was captured, analyzed and evaluated.
The results of this training and research process carried out in this social internship highlight the importance of promoting philosophy for civic and democratic training in specific contexts, as well as the need to teach philosophy to children through pedagogical and didactic models that promote autonomy and the ability to think after themselves, as the training developed in these workshops led the participants to think about their context, their lives and to design a project of social transformation, actions that show the value that these structures have for progress personal and social aspects of childhood and future generations.