TEACHING PHILOSOPHY IN HIGH SCHOOL: CHALLENGES IN TEACHING AND PERSPECTIVES FOR DEVELOPING CRITICAL THINKING

The Urgency of Educational Philosophy in Designing Meaningful Learning in Primary Schools

Educational philosophy plays a crucial role in shaping the aims, processes, and quality of learning, particularly at the primary education level, which forms the foundation of students’ holistic development. However, previous studies indicate a persistent gap between philosophical discourse and its practical application in classroom learning. This study aims to examine the urgency of educational philosophy as a foundation for designing meaningful learning in primary education. Using a qualitative literature review approach, this study analyzes selected empirical and theoretical studies related to constructivism, humanism, and progressivism in primary school learning contexts.The findings reveal that these philosophical perspectives contribute significantly to the development of student-centered, contextual, and reflective learning designs. Constructivism supports active knowledge construction, humanism emphasizes emotional well-being and personal development, while progressivism promotes experiential and problem-based learning connected to real-life contexts. The analysis further shows that the integration of these philosophical principles aligns with the implementation of the Merdeka Curriculum, particularly in promoting differentiated instruction, project-based learning, and the development of the Pancasila Student Profile. However, the literature also indicates that limited philosophical literacy among teachers often results in procedural and administrative-oriented teaching practices. This study concludes that strengthening teachers’ understanding of educational philosophy is essential to ensure the effective design of meaningful learning in primary education. By grounding instructional practices in philosophical reflection, educational processes can move beyond administrative compliance toward more holistic and transformative learning experiences.

Integrated curriculum as the content of educational work in the younger grades of primary schools

The integrated curriculum represents a modern approach in the lower grades of elementary school that overcomes traditional disciplinary fragmentation and promotes the holistic development of students of younger school age. The paper analyzes the theoretical foundations, structure and implementation of the integrated curriculum, with a focus on thematic, problematic and project models of integration. The key values of the approach are emphasized - development of personal and social identity, creativity, responsibility, cooperation, autonomy and experiential learning based on constructivist principles and Kolb’s experiential learning cycle. The importance of interdisciplinary planning, connecting areas, thematic organization of content, project-oriented activities and the role of the teacher as a facilitator is particularly emphasized. The paper considers the dynamism of planning (from learning outcomes to evaluation), indicators of success and effects on students’ motivation, critical thinking and social competence. At the same time, limitations and challenges are pointed out: rigid schedule, priority of traditional subjects, lack of resources, insufficient preparation of teachers, institutional resistance and inequalities in implementation. In conclusion, the integrated curriculum shows a significant potential for improving the quality of education in lower grades, but its effective implementation requires systemic support, continuous professional development of teachers, flexible policies and cooperation with the family and community, thus responding to the requirements of the modern European and national educational context.

TEACHING PROFESSION AND THE TECHNIFICATION OF EDUCATION: A CONCEPTUAL STUDY ON PROFESSIONAL AUTONOMY

This article aims to analyze the relationship between the pillars of the teaching profession and the process of technification of education, seeking to understand how this context tensions the exercise of teacher professional autonomy. Methodologically, this is a theoretical-conceptual and bibliographic study grounded in the critical analysis of academic literature addressing teaching work, technical-instrumental rationality, and contemporary processes of platformization of education. From an epistemological perspective, the discussion is anchored in critical approaches that conceive teaching as an artisanal, intellectual, ethical, and political practice, built through the articulation of theoretical knowledge and practical experience. The findings indicate that the technification of education, historically linked to technical rationality, has intensified in the contemporary context through the expansion of platformization of education, broadening mechanisms of standardization, monitoring, control, and performance measurement in teaching work. This process tends to fragment pedagogical practice, subordinate teachers' decisions to external prescriptions, and shift teachers from their position as subjects of knowledge to that of executors of predefined procedures, producing forms of technical alienation. It is concluded that the platformization of education does not represent a rupture with technical rationality, but rather its intensification in new forms, weakening practical-reflective thinking, emptying teacher professionalism, and tensioning the identity of teachers as critical intellectuals. In this context, defending professional autonomy becomes a central element of resistance to technification and an essential condition for affirming teaching as an intellectual, authorial, and socially committed profession aligned with democratic educational projects.

Innovating philosophy education: a synthesis of humanistic perspectives and logical-scientific tools

PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS

This article aims to analyze the challenges faced by pedagogues in Mathematics teaching in the early years of Elementary Education, considering aspects related to their training and the pedagogical practices developed in the school context. The discussion is based on the understanding that Mathematics teaching plays an important role in students’ education, contributing to the development of logical reasoning, problem-solving skills, and citizenship. In this sense, the study discusses challenges related to Mathematics education in Pedagogy programs, the space allocated to Mathematics in the curriculum, and the conceptions that guide teaching practices. Based on the literature analyzed, it is evident that the challenges faced by pedagogues are not limited to mastery of mathematical content but also involve educational, methodological, and structural aspects that affect pedagogical practice. The need for practices that promote understanding, reflection, problem solving, and connections between Mathematics and students’ everyday lives is also highlighted. It is concluded that strengthening the pedagogical training in Mathematics is relevant to the development of more meaningful teaching practices in the early years of Elementary Education.

OF PEDAGOGICAL DESIGN SKILLS IN FUTURE