Theorizing knowledge

a course in the field of education

Authors

DOI:

https://doi.org/10.22483/2177-5796.2020v22n1p293-308

Keywords:

Paradigms, Epistemologies, Social setting.

Abstract

This article transits the knowledge produced in the field of education in its epistemic, axiological, ontological and anthropological dimensions in order to lead to postcolonial or post-critical studies. It followed the paradigmatic paths of rationalism, empiricism, positivism, phenomenology, marxism and, finally, the authors of modernity / coloniality in interface with themes related to hegemonic and counter-hegemonic projects, policies and educational tensions at the local level, regional, national and international. This panorama allowed, not a deepening, but a fluid and didactic course through the theoretical perspectives presented to a teacher-researcher.

digms. Epistemologies Social setting.

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Author Biographies

Silvana Colombelli Parra Sanches, Universidade Católica Dom Bosco

Doutoranda em Educação na linha Diversidade Cultural e Educação Indígena.

Adir Casaro Nascimento, Universidade Católica Dom Bosco

Doutor em Educação pela Universidade Estadual Paulista Júlio de Mesquita Filho. Professor titular da Universidade Católica Dom Bosco do Programa de Pós-Graduação em Educação- Mestrado e Doutorado.

Published

2020-04-15

How to Cite

SANCHES, Silvana Colombelli Parra; NASCIMENTO, Adir Casaro. Theorizing knowledge: a course in the field of education. Quaestio - Revista de Estudos em Educação, Sorocaba, SP, v. 22, n. 1, p. 293–308, 2020. DOI: 10.22483/2177-5796.2020v22n1p293-308. Disponível em: https://uniso.emnuvens.com.br/quaestio/article/view/3816. Acesso em: 6 nov. 2024.

Issue

Section

Artigos de Demanda