El presente trabajo de grado tiene como objetivo implementar una gu?a docente que sirva como estrategia para la ense?anza de la est?tica filos?fica en la B?sica Media desde la pedagog?a conceptual y el arte de interacci?n social. En la pedagog?a conceptual se une la pedagog?a con la psicol?gica para un objetivo com?n, que consiste en la formaci?n integral de la persona, se sustenta en el tri?ngulo humano para determinar los criterios de ejecuci?n y evaluaci?n en el proceso acad?mico, para ello tiene tres fases: afectiva, cognitiva y expresiva. Cabe se?alar que la riqueza de esta pedagog?a es la noci?n de la inteligencia y su multiplicidad en la formaci?n no solo conceptual, sino que tambi?n para la vida; desde esta perspectiva se establecen tres competencias transversales que buscan educar para la vida, estas son: pensar, interpretar y convivir. A partir de la experiencia docente, he visto en el arte una estrategia did?ctica para la ense?anza de la est?tica filos?fica, unido a la teor?a de interacci?n social, teniendo en cuenta la importancia del discurso en la creaci?n de conocimiento. Es desde esta experiencia pedag?gica llevada a cabo en el colegio Psicopedag?gico La Sabidur?a que he dise?ado actividades que considero importantes en la did?ctica de la est?tica filos?fica.The present work of degree aims to implement a teaching guide that serves as a strategy for the teaching of philosophical aesthetics in the Middle Basic from conceptual pedagogy and the art of social interaction. In the conceptual pedagogy, the pedagogy is combined with the psychological pedagogy for a common objective, which consists of the integral formation of the person, is based on the human triangle to determine the criteria of execution and evaluation in the academic process, for it has three phases : affective, cognitive and expressive. It should be noted that the richness of this pedagogy is the notion of intelligence and its multiplicity in not only conceptual formation, but also for life; From this perspective three transversal competences that seek to educate for life are established, these are: thinking, interpreting and coexisting. From the teaching experience, I have seen in art a didactic strategy for the teaching of philosophical aesthetics, together with the theory of social interaction, taking into account the importance of discourse in the creation of knowledge. It is from this pedagogical experience carried out in the Psychopedagogical School The Wisdom that I have designed activities that I consider important in the didactics of philosophical aesthetics.