Philosophy in the curriculum of teacher training for early childhood and primary levels in Argentina and its didactic approaches
Keywords:
Teaching philosophy, Teacher training, Early Childhood and Primary Education Teaching Programs, Curriculum designs, ArgentinaAbstract
This paper presents an analysis of the curriculum documents that, in 2022, regulate the teaching of philosophy in the various jurisdictions of Argentina for the training of teachers at the early childhood and primary levels. It reviews the conception of didactics as a field of knowledge and its relationship with specific didactics, both at the higher education level and within philosophy itself. Regarding the latter, it is assumed to entail a philosophical problem in itself, requiring an initial position regarding what philosophy is.
Based on this, the paper reviews the different philosophical units included in the forty-eight curriculum designs that constitute the object of study, categorizing them based on their content and designations. Finally, excerpts from didactic guidelines, educational goals, and summaries of the subjects included in these educational proposals under the name "Philosophy" are presented and analyzed. These documents are evaluated to assess the presence and scope of the field of philosophy didactics and its conceptualizations in these regulations.
ARK CAICYT: https://id.caicyt.gov.ar/ark:/s16688090/fhi96wiao
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