Reflexiones sobre las destrezas con criterio de desempeño de la asignatura de Filosofía I desde la taxonomía de Bloom

Abstract

The skills with performance criteria, as well as the taxonomies are topics that have not been consciously addressed, as well as the relationship between these two points to achieve a meaningful educational process characteristic of the XXI century. This work focuses on the analysis as a key point to verify the correspondence in the acquisition of skills with performance criteria using a hierarchical organization of the cognitive levels established by Bloom, which are established according to the years taken from the subject of Philosophy, which requires more emphasis on the acquisition of skills because its purpose is to teach how to think using one's own arguments and ideas. The present application establishes a documentary-bibliographic methodology based on resources such as the Ministerio de Educación, the curriculum and other research carried out within the educational field, which made it possible to achieve the objective of this research on how Bloom's taxonomy is valid at the moment of the fulfillment of the skills with performance criteria specifically from level 4 in Philosophy 1. It is concluded that there is no correlation range between the skills, the course and the activities proposed in the educational texts and this makes it difficult to organize for cognitive development, that is, of mental processes