Pensamiento crítico el reto de la formación filosófica en la actualidad. Un aporte desde el observatorio filosófico virtual

All educational processes must begin in childhood and, therefore, the importance of including philosophy in the curriculum, even from early childhood; It is here that research is relevant to highlighting the educational process of teachers who adopt not only methodologies such as the research community of the FpN program proposed by Lipman (1969), but also the exploration of new hybrids that show alternative proposals in the teaching intention to arouse thought and reflection in the pedagogical task, in the search of an educational project that has the objective of teaching to think, to feel and to live in a rigorous, critical, creative, solidary and careful way (Miranda Alonso, 1995, cited by Espinosa, 2007). That is why, the mission of finding alternatives to consolidate educational projects woven with the context and the reality of the child and the teacher, in such a way that Philosophy becomes a didactic, reflective and transformative tool to achieve change of thought and action criticism in every child who has vivid his amazement and curiosity. Finally, this article arises within the framework of the research projects that the Amautas Group and GIISCH grupo and the Virtual Philosophical Observatory accompany, with the firm belief that Lipman & Sharp (1990) expounded, considering that the FpN is a good way for reflexive dialogue to emerge and communicative, both for the issues raised, and the way it is done, thereby achieving a better understanding of the experiences in an autonomous, critical and creative way for the benefit of the individual and collective being of society.