Critical Pedagogy: for other epistemic bases in educational science

• Autor(a) principal: Mascarenhas, Aline Daiane Nunes
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Eletrônica Pesquiseduca
• Texto Completo: https://periodicos.unisantos.br/pesquiseduca/article/view/1188
• topic: Educational Science. Critical pedagogy. Education.; Ciência da Educação. Pedagogia crítica. Educação.; Educação. Ciência da Educação

Woven in the form of a critical essay and anchored in studies and research developed by the author, this article intends to analyze the different perspectives – humanistic, empirical, and critical – present in the Brazilian scenario in the epistemological field of pedagogy. To do so, it starts from the understanding that another rationality is urgently needed to sustain the epistemic bases of pedagogy, anchored in the premise of a critical science from a dialectic perspective. In general terms, we therefore seek to reconstruct the theoretical-scientific positions taken in the scope of educational science in Brazil in an attempt to rebuild their theoretical foundations and point to the emergence of a critical pedagogy "from and to educational praxis" (KOWARZIK, 1983). It concludes by showing the need to accept the dimension of a critical pedagogy, with its own epistemological statute, centered on the dimension of educational praxis as an essential task for a humanized civilizing project. Keywords: Educational Science. Critical pedagogy. Education.