The teaching-learning of Philosophy in Secondary Education.

Case study in three Institutes of Managua

Abstract

The present research was carried out in three Secondary Schools in Managua, with the objective of knowing the experience of three teachers who taught the subject Philosophy in the period 2010-2020, to carry out the study, the research team used the life history as a research technique. The study is based on the interpretive paradigm, Oral History as a research method and the qualitative approach. This subject has been taken, since experience says that some students do not give much importance to the study of this subject, so it was identified what strategies are being implemented and assessed whether others should be incorporated. Through this research, it was possible to identify that the teaching-learning of the subject Philosophy in Secondary Education, has reached great achievements, for this, teachers apply different teaching-learning strategies, such as logs, exhibitions, debates, questionnaires, among others, making use of different didactic resources, which allow the development of the contents with greater dynamism for students, making them the architects of their learning and achieving a broad vision of this subject and reaching a significant understanding of the contents developed in this subject.