La filosofía en el aula. Estrategias didácticas para desarrollar el pensamiento crítico frente a las desigualdades sociales en el siglo XXI
| Pages | 961-974 |
| Date | 01 July 2026 |
| Published date | 01 July 2026 |
| Author | Roman Oleksenko,Elvira Gerasymova,Oksana Khomik,Yurii Kozar,Oleg Rusul |
| Subject Matter | Derecho Público y Administrativo |
La losofía en el aula. Estrategias didácticas para
desarrollar el pensamiento crítico frente a las
desigualdades sociales en el siglo XXI
Roman Oleksenko1, Elvira Gerasymova2, Oksana Khomik3,
Yurii Kozar4, Oleg Rusul5
1Volodymyr Vynnychenko Central Ukrainian State University, Kropyvnytskyi, Ukraine.
E-mail: roman.xdsl@ukr.net; ORCID ID: https://orcid.org/0000-0002-2171-514X
2Hryhorii Skovoroda University in Pereiaslav, Pereiaslav, Ukraine. Email:gerelvira@ukr.net;
ORCID ID: https://orcid.org/0000-0003-0046-8458
3Higher Education Institution “Academy of Recreational Technologies and Law”, Lutsk,
Ukraine. Email:Okshom2017@ukr.net; ORCID ID:https://orcid.org/0009-0005-1145-1274
4Luhansk State Medical University, Rivne, Ukraine. Email: kozar.yurij@ukr.net;
ORCID ID: https://orcid.org/0000-0002-6424-6419
5Volodymyr Vynnychenko Central Ukrainian State University, Kropyvnytskyi, Ukraine.
E-mail:rusul05071@gmail.com; ORCID ID: https//orcid.org/0000-0002-6690-9837
Resumen. La incorporación de la reexión losóca en el aula se convierte en una
estrategia didáctica fundamental al intentar fomentar el pensamiento crítico frente a las
asimetrías sociales que, aún en el siglo XXI, impactan la vida y la dignidad de personas,
comunidades y seres sintientes. Ante esta realidad, el objetivo de la investigación con-
siste en discutir la función social de la losofía como herramienta pedagógica en el aula
mediante estrategias didácticas activas –diálogo socrático, comunidad de indagación
losóca, disertación argumentativa y aprendizaje basado en dilemas éticos– para el
desarrollo del pensamiento crítico orientado a la comprensión y cuestionamiento de las
desigualdades sociales emergentes. La metodología de esta investigación se inscribe en
un diseño cualitativo de tipo hermenéutico-documental, orientado a interpretar y arti-
cular marcos teóricos clásicos y contemporáneos sobre losofía, pedagogía crítica y des-
igualdades sociales. En las conclusiones, se argumenta que, las estrategias didácticas aquí
estudiadas, no son una simple moda pedagógica, se trata de un conjunto de dispositivos,
que no solo desarrollan pensadores críticos, sino que también fomentan sensibilidades
éticas capaces de reconocer las maneras en que el poder hegemónico ha normalizado e,
incluso justicado, desigualdades que impactan a personas, comunidades y seres vivos.
Palabras clave: losofía en el aula, estrategias didácticas, pensamiento crítico, asimetrías
sociales. teoría social contemporánea.
Recibido: 08/03/2026 ~ Aceptado: 01/06/2026
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.21163248
Vol. 16 (3): 961 - 974 pp, 2026
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