Epistemic problem of pedagogy: some definitions and approximations

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dc.contributor.authorHeeren Herrera, Maximiliano
dc.date2019
dc.date.accessioned2021-04-30T16:25:24Z
dc.date.available2021-04-30T16:25:24Z
dc.description.abstractThe aim of this article is to demonstrate an approach to the problematization of an episteme of pedagogy through the definitions that have been made of it and the exposition of some educational theories that are part of the epistemological journey of pedagogy. This will allow contributing to the epistemic discussion about the elaboration of knowledge in the field of pedagogy. Methodologically, a conceptual review of the term pedagogy was carried out in articles of scientific divulgation at international and national level, in relation to some educational theories that have at the base a way of constructing knowledge that could generate contributions or approximations in the understanding of the construction of knowledge from pedagogy. The results of this review reveal that throughout the history of pedagogy, ways of conceiving the world have been developed and, as a result, knowledge has been built in the pedagogical sphere. The conclusion that underlies this reflection is that pedagogy must be understood from the epistemic field in relation to pedagogical knowledge, since knowledge has been built from the beginning of it through its definitions and its task in the educational field
dc.identifier.citationREIDOCREA-REVISTA EECTRONICA DE INVESTIGACION Y DOCENCIA CREATIVA,Vol.8,133-141,2019
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2506
dc.language.isoes
dc.publisherUNIV GRANADA. FAC CIENCIAS EDUCACION
dc.sourceREIDOCREA-REVISTA EECTRONICA DE INVESTIGACION Y DOCENCIA CREATIVA
dc.subject.englishEpistemology
dc.subject.englishPedagogy
dc.titleEpistemic problem of pedagogy: some definitions and approximations
dc.typeArticle
uct.catalogadorWOS
uct.indizacionESCI
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