%0 Journal Article
%T La formaci¨®n filos¨®fica del docente en Venezuela a trav¨¦s del programa de filosof¨ªa para ni£¿os.
%A Carmona Granero
%A Mar¨ªa
%J EPISTEME
%D 2007
%I Scientific Electronic Library Online
%X the objective of this research is to propose the theoretical and methodological basis for the philosophical formation of the educators in venezuela, sustained in the philosophical proposal of the program philosophy for children. within the context of the crisis of education, we tried to emphasize the importance of the venezuelan educator formation for the century xxi, whose proposals emerge from the criticism to the instrumental technocratic educational model which has taken education to a process of dehumanization and, where the role of the educator is reduced to a specialized technician implementing a set of rules to orient the conduct of the students. it is, indeed, in this context and in the perspective of the current proposals about the humanistic education that we consider the philosophical formation of the educator as a fundamental issue, particularly in venezuela, where education does not escape from the crisis that characterizes the historical moment. this situation gets even worse in our case with the implementation of the resolution 12 from 1983, referring to the restriction of the university programs and in those of middle and basic education of humanistic studies to strengthen the instrumentality implied in the technocratic model imposed in the venezuelan education.
%K philosophy
%K education
%K philosophy for children.
%U http://www.scielo.org.ve/scielo.php?script=sci_abstract&pid=S0798-43242007000100001&lng=en&nrm=iso&tlng=en