Citas bibligráficas
Alta, E., (2024). Desarrollo cognitivo, moral y de la fe en el Currículo Nacional de Educación Básica Regular en el área de Educación Religiosa [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/27971
Alta, E., Desarrollo cognitivo, moral y de la fe en el Currículo Nacional de Educación Básica Regular en el área de Educación Religiosa []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/27971
@misc{renati/28731,
title = "Desarrollo cognitivo, moral y de la fe en el Currículo Nacional de Educación Básica Regular en el área de Educación Religiosa",
author = "Alta Montoya, Eberth Stalin",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
The present study is relevant to the extent that it is necessary to contribute to the cognitive, moral and faith development of secondary school students. The aforementioned categories are of great value for integral formation, they contribute to meaningful learning, formation in values, peaceful and ecumenical coexistence, and at the same time, they promote behaviors that foster a sense of community based on moral and ethical principles and values. Thus, the main objective of the study is to analyze how cognitive, moral and faith development is promoted in the pedagogical proposal of the National Curriculum - Secondary Education Program of Religious Education of Cycle VII. The study employs a qualitative approach, is descriptive and makes use of the documentary study method. Among the main conclusions, there is evidence of cognitive development in the stage of formal operations in the presence of scientific reasoning, propositional logic and combinatorial reasoning; for moral development in the postconventional stage, the presence of the morality of ethical, prescriptive, reversible and universal principles to promote human rights and the morality of social welfare; the development of faith in the stage of reflective individual Faith is present in the critical reflection, critical distancing from the tacit system of values, understanding of symbols and abstract concepts. However, it is necessary to emphasize that these representative characteristics of the categories studied can be further deepened by relying on the position of Piaget, Kohlberg and Fowler's theory, since they expose important characteristics and processes to be considered in the development of competencies in the students of cycle VII. The contribution provided by the research contributes to the importance of considering all the aspects involved in cognitive, moral and faith development in the pedagogical proposals of curricula oriented to develop competencies and give evidence of a solid integral formation.
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