Organization of pedagogical work: the value of the ethical dimension in child education

Abstract

In this article we present the objective of reflecting on the value of a welcoming and humanizing education in the context of Early Childhood Education, indicating the Aristotelian thought with valuable contributions to reflect on the philosophical and pedagogical problems that involve human action and consequently the pedagogical action at this level of education. As a methodology, we used the bibliographic review, whose texts came from philosophical knowledge in an Aristotelian perspective, making use of authors who analyze the value of the relation between Education and Ethics. Friendship as a disposition of character, as moral virtue, assists people in their actions and thoughts, enabling dialogue and favoring reflection and has relevance in the relationship between those involved in the process of teaching and learning. The pedagogical practices based on the Ethical Dimension reaffirm the need to allow children an integral development, in which they feel valued as people and value the other as a person, so it is essential to define pedagogical proposals concretized through educational actions that favor dialogue, participation and negotiation. When the teacher acts with the function of affecting and sensitizing those involved in the educational project in defense of the rights of children enables the right to a quality education and humanizing.