Examinando por Autor "Moreno Caro, Omar Camilo"

Mostrando 1 - 2 de 2

Perspectivas de la filosofía de la educación (2003).
(Editorial Universidad Pedagógica Nacional, 2021-07-15) Moreno Caro, Omar Camilo
A diferencia de otras ramas de la filosofía, filosofía de la educación no tiene una tradición firme, lo mismo ocurre con respecto a su método y a su objeto. No obstante, en el siguiente artículo se consideran algunas posibles perspectivas de la filosofía de la educación prestando especial atención a si la filosofía de la educación es una disciplina empírica o no empírica y a cómo debe distinguirse formalmente de otras formas de indagación. A continuación, se definirá su objeto por referencia al concepto de educación y a la posible impugnación de ese concepto. La conclusión es que la filosofía de la educación es una disciplina lógica que tiene gran importancia para la teoría y la práctica educativa.
¿Qué es una genuina educación política? La formación cívica desde la perspectiva del pensamiento político de Hanna Arendt.
(Editorial Universidad Pedagógica Nacional, 2023-01-01) Moreno Caro, Omar Camilo
Determining the conditions and objectives of political formation is a problem because it is not clear from the outset what role politics has in educational institutions, especially in the school. From Arendt’s point of view, the incisive insistence on the poli-tical role of education and the school is suspect if one takes into account the evident inequality that exists between students and teachers. Thus, it is perceptible that classrooms are a space of plurality that found the possibility of action, so the ultimate foundation of politics is not possible. Nevertheless, at present, there is a fairly well-founded consensus on the importance of political education in the classroom and the need that current democracies have for this type of education. However, Arendt’s edict on the impossibility of a public sphere in the classroom is not enough since it is necessary to rethink the political (or pre-political) role of the classroom. Thus, this article is introduced in Hannah Arendt’s thought to deepen how politics enters the classroom and, from there, to propose a series of useful criteria for the teacher to have the opportunity to manage exercises of genuine political formation. The central idea developed in this paper is that, although the classroom is not a political space, it is a condition of possibility for politics in contemporary democracies. However, for this to be so, an understanding of classroom work that focuses on the construction of a common world must be achieved.