Chilean Students’ Perception of the Right to Philosophy Education
La percepción de estudiantes de Chile sobre el derecho a la formación escolar en Filosofía
A percepção dos estudantes chilenos sobre o direito à educação escolar em filosofia
| 2022 | |
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philosophy teaching right to education philosophy of education educational policies enseñanza de la filosofía derecho a la educación filosofía de la educación políticas educativas ensino da filosofia direito à educação filosofia da educação políticas educativas |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/2853
https://hdl.handle.net/10895/4005 |
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| Acceso abierto |
| Sumario: | The following study analyzes the issue of the teaching of philosophy as a right in the current curriculum from the perspective of the central subjects of the educational process: the students. Obtaining data on the perception of those who study contributes to a better knowledge of the school space destined to philosophy and the real access to the right to this training. A qualitative case study methodology was developed. Semi-structured interviews were conducted for data collection, and content analysis was implemented for data processing through open, axial and selective coding procedures, according to the principle of constant comparison of Grounded Theory. The findings show that the students' perception of school philosophical teaching is inclined to understand it as an essential formative factor in the academic process, since they identify it with a process of transformation. Issues related to the expectation of knowing and having a basis for their opinions are highlighted and, in this sense, they value the reading of specialized texts and philosophical questioning. The teaching of philosophy is recognized as a right, as it transforms and impacts from the individual to the collective. |
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