Global Journal of Human Social Science, G: Linguistics and Education, Volume 25 Issue 3

the return of the work by the student. Face-to-face teaching concentrated on direct and personal attention during class time, while distance, virtual or remote teaching meant extended time for individual work, assumed autonomously and responsibly by the student according to his or her needs and possibilities. In both face-to-face and virtual learning, interaction between the teacher and the student is assured, one directly and the other by technological or computer means. These are the elements of the teaching-learning process or the structure of the lesson plan. It describes the fundamental elements of the teaching-learning process, as a sequence of activities or tasks for each lesson, the essential part of which is the process of text analysis according to the format, either detailed or didactic. In the specific case of distance, virtual or remote education, the structure of the philosophy lesson was as follows; Task. Carry out the analysis of the concept of philosophy according to the attached format. Objective. To explain if it is possible the existence of a Latin American philosophy, according to Guardia Mayorga. Duration. One week. Aimed at: Students of the subject of philosophy. Concept. There is a national or Latin American philosophy. Text and/or article. "Is the existence of a national or Latin American philosophy possible?" by César Augusto Guardia Mayorga. Offprint of the Revista de la Facultad de Letras No. 3, 1963 - 1966 of the Universidad Nacional San Agustín de Arequipa, Peru. Resource: Format of analysis (the same as above Then the timetable relevant to it: Lesson Schedule Day. Time. Process and/or Development of the Task. Monday. 8:00 AM Lesson and/or assignment submission: lesson plan, indicating the process to be followed. Monday and Tuesday. Begin reading the article and developing the analysis format. Support: audio or video (real time or simultaneous contact). Wednesday Opening of the forum to collaborate in interacting. Tuesday to Thursday. Development of the task or lesson. Sending the outline of the "analysis format" for review and corrections. Friday. Sending/reception of the completed work for evaluation, after raising the observations. Friday 23:59 PM Final closing of the lesson and last moment to send the assignment. We should note in this part the reading of the handout that runs parallel to the development of the whole lesson, from Monday to Friday, in reference to the need to reinforce the content of philosophy. Likewise, the forum for collaboration, exchange or dialogue, throughout the whole process of the lesson, in an open and direct communication between the students and the teacher, as well as between them and their peers, by technological means, questions and answers, comments and observations, among others to send the outline of the task, review and correct its elaboration, as many times as convenient, throughout the week, Objective. Content. Methodology. Evaluation. Solve the philosophy task following the instructions given. Philosophising: Analyse, reflect and critique. Philosophical concept embedded in the article and/or text of the analysis. Describe the logical sequence of activities, procedures or operations of the task  Free reading of the article.  Development of the analysis format.  Rules of participation in the dialogue. Develops and presents the task.  Checks indicators of achievement in the task.  Records the quality of participation in the dialogue. The Task as a Basis and Foundation in the Teaching and Learning of Philosophy Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 67 © 2025 Global Journals