Didactics of meaning

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The book explores the conflict between Hegelians and Kantians regarding the teaching and learning of philosophy in secondary education, particularly in Colombia. It addresses the exclusion of philosophy from public policy and its unclear status in the curriculum, which impacts educational practices. The author proposes the Didactics of meaning as a framework for fostering dialogue between meaning and signifier, emphasizing metacognition and teacher transformation. The study focuses on Catholic schools' significant role in Latin America's educational landscape while remaining inclusive of non-denominational perspectives.