An epistemology of pedagogy is possible?
DOI:
https://doi.org/10.5377/paradigma.v32i54.21533Keywords:
epistemology, pedagogy, object of study, research methods, historicityAbstract
This essay is the product of a detailed review of the epistemology of pedagogy. Throughout years of training, updating, and teaching practice, teachers are challenged in the constant search for all possible ways to teach, so that students learn in a meaningful and realistic way, for life. Thus, teachers must answer a series of questions: What does it mean to be a teacher? What and how do we teach? How do we move from a traditional and routine framework to a more innovative, humane, and consistent with current needs in the training field? Therefore, a journey will be undertaken that conceives epistemology as the basis for the construction of pedagogical knowledge. In addition, the characteristics that position pedagogy as a science are described; how it is conceptually defined; and how it raises its object of study, methods, validity, and historicity to present its theories or knowledge. A brief theoretical basis of the articles and texts analyzed is provided. Likewise, the author's personal analysis, to validate with this essay, the collaborative learning developed by facilitators, colleagues, and students in her journey as a teaching professional.
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