El tránsito del cómo al para qué pedagógico

• Autores: Arias Prada, Wolfgang Eiffel, Maldonado, Carlos Eduardo, Villacorta Guzmán, Juan Richar
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: PUCP-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.pucp.edu.pe:20.500.14657/205011
• Enlace del recurso: https://revistas.pucp.edu.pe/index.php/educacion/article/view/32222/28079; http://hdl.handle.net/20.500.14657/205011; https://doi.org/10.18800/educacion.202502.E003
• Nivel de acceso: acceso abierto
• Materia: Autonomy; Educational sciences; Learning; Grounded theory; Complexity; Autonomía; Ciencias de la educación; Aprendizaje; Teoría fundamentada; Complejidad; Autonomia; Ciências da educação; Aprendizagem; Teoria fundamentada; Complexidade; https://purl.org/pe-repo/ocde/ford#5.03.00

This essay explores an ontology of being with existential possibilities within the framework of developing a proposal for an ontological pedagogy. At the core of this ontology lies the notion of autonomy. To fully understand it, a dialogue is established between enaction and neurophenomenology (Varela), philosophy of mind (Dennett), and Heidegger’s philosophy, complemented by elements of art and popular culture. This innovative approach shifts the focus of educational sciences toward meaning and purpose, rather than merely instrumental components in any sense of the word. Ultimately, it is students who benefit, while teachers themselves undergo a process of transformation.