Sobre el estatus disciplinar de la educación

DOI:

https://doi.org/10.19137/praxiseducativa-2023-270210

Palabras clave:

educación, disciplinas, teoría educatiuva, práctica educativa, filosofía de la educación

Resumen

Tras el debate sostenido alrededor del carácter inter-transdisciplinar en la producción del conocimiento en las instituciones educativas contemporáneas; la educación, que tanto bregó por erigirse como una disciplina académica, terminaba nuevamente convocada al tribunal epistemológico. Tal dilema, en cierto modo, reflotó una antigua interrogante en el campo educacional, a saber: ¿cómo es que la educación puede entenderse como una disciplina científica? La pregunta recoge una cuestión fundamental relativa al mérito epistémico de la investigación educacional. Orientados por dar una respuesta a ella, se examina críticamente la noción de disciplina académica, explorando sus exigencias y límites conceptuales. Metodológicamente, la estrategia revisita el concepto de práctica educativa de Wilfred Carr, conectándolo con dos dimensiones epistémicas centrales para la conformación de una disciplina del conocimiento: el lenguaje y el objeto disciplinar. Concluye connotando que tal conceptualización resulta crucial para defender el estatus disciplinar de la educación.

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Publicado

2023-05-10

Cómo citar

Saavedra Campos, M. (2023). Sobre el estatus disciplinar de la educación. Praxis Educativa, 27(2), 1–17. https://doi.org/10.19137/praxiseducativa-2023-270210

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