The following paper addresses the "pedagogy of the oppressed" under the notion of rethinking/relearning/unlearning from a Decolonial perspective, in the form of contributions made by Catherine Walsh to the work of Paulo Freire. Specific criticisms will be highlighted, such as 1) the critique of the relationality of Paulo Freire's environment-political struggle and the specific context of the resistance of educational practices in AbyaYala. 2) We analyze the way in which C. Walsh poses the re-thinking of the concept of criticality in the liberating pedagogical process. And, lastly, we examine 3) The re-approach of transformative / liberating pedagogies.

The following paper addresses the "pedagogy of the oppressed" under the notion of rethinking/relearning/unlearning from a Decolonial perspective, in the form of contributions made by Catherine Walsh to the work of Paulo Freire. Specific criticisms will be highlighted, such as 1) the critique of the relationality of Paulo Freire's environment-political struggle and the specific context of the resistance of educational practices in AbyaYala. 2) We analyze the way in which C. Walsh poses the re-thinking of the concept of criticality in the liberating pedagogical process. And, lastly, we examine 3) The re-approach of transformative / liberating pedagogies.

El departamento de Filosofía y Teología de la Universidad Femenina del Sagrado Corazón – UNIFÉ presenta el número 2, del volumen 22 de "Phainomenon" del año 2023, el propósito es invitar al lector a sumergirse en un viaje intelectual a través de diversos enfoques filosóficos y temáticos que abordan desde la fenomenología hasta las raíces filosóficas que influyen en la teoría de género. La revista destaca por su diversidad de perspectivas, mostrando la riqueza y complejidad del pensamiento filosófico contemporáneo.

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This paper analyzes three contemporary ethical postures, namely, Franz Hinkelammert’s critical ethics, Henry Dussel’s the ethics of liberation, and the ethics of communitarianism of Alasdair MacIntyre, in order to determine whether these ethical proposals make sense on a daily basis:. In order to do this, it first contextualized the Peruvian reality and the capitalism inserted within. Then, it critically analyzes the three ethical postures mentioned above. Finally, it examines whether these ethics may be redirected to solve real-life problems, not just theoretical ones.

This research considers if Paulo Freire’s thought has validity to address contemporary problems of education and its social and cultural implications within the University. It focuses on the aspects that have influenced on the way in which education is conducted and its link with social facets. To this end, the main pedagogical categories Freire presents in his “Pedagogy of the oppressed” are analyzed, such as awareness, banking education and freedom, as well as the social character of his “Pedagogy”, his openness to racial and gender problems, and its connection within the University.

Determina si la lectura de textos filosóficos en el curso de “Pensamiento Crítico y Prospectivo” influye de manera positiva en el desarrollo de las capacidades de pensamiento crítico y pensamiento prospectivo de los alumnos de I ciclo de la Facultad de Ciencias Empresariales de la una universidad de Lima. Es una investigación de tipo explicativa, de diseño experimental, de nivel cuasi experimental, de enfoque cuantitativo y de corte longitudinal. Es explicativa o causal porque permite establecer un antes y un después de la aplicación de textos filosóficos en la educación superior en Lima. El instrumento utilizado es el test de Cloze, el mismo que fue aplicado a manera de pre y post test. La prueba estadística que permitió evaluar la consistencia interna es la KR20, pues la información corresponde a respuestas dicotómicas. Para efectos de realizar la comparación de las p...

El departamento de Filosofía y Teología de la Universidad Femenina del Sagrado Corazón – UNIFÉ presenta el número 2, del volumen 22 de "Phainomenon" del año 2023, el propósito es invitar al lector a sumergirse en un viaje intelectual a través de diversos enfoques filosóficos y temáticos que abordan desde la fenomenología hasta las raíces filosóficas que influyen en la teoría de género. La revista destaca por su diversidad de perspectivas, mostrando la riqueza y complejidad del pensamiento filosófico contemporáneo.

No description

This paper analyzes three contemporary ethical postures, namely, Franz Hinkelammert’s critical ethics, Henry Dussel’s the ethics of liberation, and the ethics of communitarianism of Alasdair MacIntyre, in order to determine whether these ethical proposals make sense on a daily basis:. In order to do this, it first contextualized the Peruvian reality and the capitalism inserted within. Then, it critically analyzes the three ethical postures mentioned above. Finally, it examines whether these ethics may be redirected to solve real-life problems, not just theoretical ones.

This research considers if Paulo Freire’s thought has validity to address contemporary problems of education and its social and cultural implications within the University. It focuses on the aspects that have influenced on the way in which education is conducted and its link with social facets. To this end, the main pedagogical categories Freire presents in his “Pedagogy of the oppressed” are analyzed, such as awareness, banking education and freedom, as well as the social character of his “Pedagogy”, his openness to racial and gender problems, and its connection within the University.

   

   

This article analyzes the main postulates of Max Horkheimer, main exponent of the Frankfurt School and of the critical theory of society, in order to present an epistemological perspective that compares the critical positions of the society of our times with the one conceived by the Frankfurt School. We show the qualitative results of a survey carried out on 16 professionals with a bachelor’s or master’s degree from private and national universities of Peru regarding their conceptions about Epistemology.

This article analyzes the main postulates of Max Horkheimer, main exponent of the Frankfurt School and of the critical theory of society, in order to present an epistemological perspective that compares the critical positions of the society of our times with the one conceived by the Frankfurt School. We show the qualitative results of a survey carried out on 16 professionals with a bachelor’s or master’s degree from private and national universities of Peru regarding their conceptions about Epistemology.