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The purpose of this document is to make a proposal to generate critical-reflective thinking in adolescents from 12 to 14 years of age, through the analysis of philosophy, understood as a pedagogical tool, with the purpose of developing cognitive argumentation skills in students, which allows to make judgments and defend its principles. Likewise, provide teachers with tools so that their role in the formation of critical reasoning in students is less subjective and more objective when making an observation about reality. With this, it is sought that the teacher has enough bases to clear the mistaken concept of philosophy in adolescents, for this, philosophy is proposed as a pedagogical tool. It will also have as a starting point different contributions, strategies, approaches and perspectives in relation to teaching and its link with philosophy, detailing the importance of pedagogy, its definition, origin and characteristics. In effect, this text becomes an exhortation for all those who in some way are linked to the formation of the subjects who will be proportionally the agents of construction of a more critical and reflective society in the face of political, social, cultural and educational phenomena . Finally, it is proposed that adolescents be able to be spontaneous and creative; qualities that must be valued and strengthened by teachers within the classroom. In short, to design a pedagogical-philosophical tool that allows awakening critical thinking in adolescents.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
