El aprendizaje cooperativo como estrategia inclusiva en el proceso de enseñanza y aprendizaje de la Filosofía

Abstract

Cooperative learning is presented as a potentially transformative strategy in the classroom by fostering collaboration among students and promoting a teamwork environment. The objective of this article is to understand cooperative learning as an inclusive pedagogical strategy to enhance the teaching and learning process of Philosophy in the Bachillerato General Unificado in Ecuador. The study responds to a qualitative approach; two techniques were used for data collection: observation and semi-structured interview. According to the results obtained, the researched strategy makes it possible to overcome traditional barriers in the teaching and learning process, such as communication among peers, limited participation in public debates or the lack of student integration in group tasks; likewise, through the adoption of cooperative learning, the teacher creates inclusive spaces where students feel valued and actively contribute to academic training.