Ciências da educação: epistemologia, identidade e perspectivas
Synopsis
The specificity of the educational field is known, partly because of the ease with which plans are mixed, and it is at the mercy of light analyses and biased conclusions. For these reasons we have tried to pass, as a key idea, a concept and image of Education as a central and structuring phenomenon, both on a personal level (essential in the training of each human being) and on a social level (socialization and cohesion). The implications of this centrality are of all order and in all domains, even in the way all knowledge originates, is structured and develops. Indeed, the epistemological problem is one of the central themes in Educational Sciences, as a field of study, analysis and research. It is in this perspective that this work is developed. In the first part we seek to clarify the nature and evolution of the concepts of science, truth and method; the most important contributions throughout the history of thought to this clarification, and the interaction that is established between the three concepts in the production and evaluation of scientific knowledge. In the second, we analyze the epistemological specificity of the human sciences, and try to understand their effort of autonomization from the dominant positivism. In the third part we develop, in a problematizing way, the particular epistemology of the Educational Sciences, based on the specificity of the educational field and the centrality of the concept of Education. It is on this basis that the identity of the Educational Sciences is defined, that they are distinct from the other Human Sciences, and that their multi-referentiality is legitimated. Finally, we have sought to promote a reflection on the place and character of research that has as its object the "educational process", in the framework of contemporary thought around the nature of scientific production in general and the Human Sciences in particular. We also wanted to offer the reader a set of conceptual tools that allow him/her to have a critical attitude based on the multiplicity of discourses that take "Education" as a pretext.
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