Epistemology of education policies: some conceptual accuracies

Detalhes bibliográficos
Autor(a) principal: Saviani, Dermeval
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Estudios Teóricos y Epistemológicos en Política Educativa
Texto Completo: https://revistas.uepg.br/index.php/retepe/article/view/10477
Resumo: Abstract: This paper addresses the meaning of the expression. “epistemologies of education policies” clarifying concepts linked to it such as gnosiology, theory of knowledge, science and politics and practical sciences. Taking into consideration that practical sciences imply the dialectic relation between theory and practice, we got to the conclusion that the epistemological analysis of education practices implies the comprehension of the education policy as an activity carried out in the intersection between two practical sciences: the political science and the pedagogical science.   Keywords: Research. Theory of knowledge. Epistemology. Education policies. Practical sciences. Political science. Pedagogical science.
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spelling Epistemology of education policies: some conceptual accuraciesEpistemologías de las Políticas Educativas: algunas precisiones conceptualesEpistemologias da política educacional: algumas precisões conceituaisAbstract: This paper addresses the meaning of the expression. “epistemologies of education policies” clarifying concepts linked to it such as gnosiology, theory of knowledge, science and politics and practical sciences. Taking into consideration that practical sciences imply the dialectic relation between theory and practice, we got to the conclusion that the epistemological analysis of education practices implies the comprehension of the education policy as an activity carried out in the intersection between two practical sciences: the political science and the pedagogical science.   Keywords: Research. Theory of knowledge. Epistemology. Education policies. Practical sciences. Political science. Pedagogical science.Resumen: Este artículo aborda el significado de la expresión “epistemologías de la política educativa” aclarando conceptos correlativos como gnoseología, teoría del conocimiento, ciencia política y ciencias prácticas. Considerando que las ciencias prácticas implican la relación dialéctica entre teoría y práctica, se concluye que el análisis epistemológico de las políticas educativas presupone la comprensión de la política educativa como una actividad que se ejerce en el entrecruzamiento de dos ciencias prácticas: la ciencia política y la ciencia pedagógica.   Palabras clave: Teoría del conocimiento. Epistemología. Políticas Educativas. Ciencias prácticas. Ciencia política. Ciencia pedagógica.Resumo: Este artigo aborda o significado da expressão “epistemologias da política educacional” esclarecendo conceitos correlatos como gnosiologia, teoria do conhecimento, ciência política e ciências práticas. Considerando que as ciências práticas implicam a relação dialética entre teoria e prática, conclui-se que a análise epistemológica das políticas educacionais pressupõe a compreensão da política educacional como uma atividade que se exerce no entrecruzamento de duas ciências práticas: a ciência política e a ciência pedagógica.   Palavras-chave: Teoria do conhecimento. Epistemologia. Políticas educacionais. Ciências práticas. Ciência política. Ciência pedagógica.UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe2017-08-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/retepe/article/view/1047710.5212/retepe.v.2.002Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 2 (2017); 1-52409-3696reponame:Revista de Estudios Teóricos y Epistemológicos en Política Educativainstname:Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)instacron:ReLePeporhttps://revistas.uepg.br/index.php/retepe/article/view/10477/5933Copyright (c) 2017 Revista de Estudios Teóricos y Epistemológicos en Política Educativainfo:eu-repo/semantics/openAccessSaviani, Dermeval2020-04-09T15:10:25Zoai:uepg.br:article/10477Revistahttps://revistas.uepg.br/index.php/retepeONGhttps://revistas.uepg.br/index.php/retepe/oai||editores@relepeenrevista.org2409-36962409-3696opendoar:2020-04-09T15:10:25Revista de Estudios Teóricos y Epistemológicos en Política Educativa - Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)false
dc.title.none.fl_str_mv Epistemology of education policies: some conceptual accuracies
Epistemologías de las Políticas Educativas: algunas precisiones conceptuales
Epistemologias da política educacional: algumas precisões conceituais
title Epistemology of education policies: some conceptual accuracies
spellingShingle Epistemology of education policies: some conceptual accuracies
Saviani, Dermeval
title_short Epistemology of education policies: some conceptual accuracies
title_full Epistemology of education policies: some conceptual accuracies
title_fullStr Epistemology of education policies: some conceptual accuracies
title_full_unstemmed Epistemology of education policies: some conceptual accuracies
title_sort Epistemology of education policies: some conceptual accuracies
author Saviani, Dermeval
author_facet Saviani, Dermeval
author_role author
dc.contributor.author.fl_str_mv Saviani, Dermeval
description Abstract: This paper addresses the meaning of the expression. “epistemologies of education policies” clarifying concepts linked to it such as gnosiology, theory of knowledge, science and politics and practical sciences. Taking into consideration that practical sciences imply the dialectic relation between theory and practice, we got to the conclusion that the epistemological analysis of education practices implies the comprehension of the education policy as an activity carried out in the intersection between two practical sciences: the political science and the pedagogical science.   Keywords: Research. Theory of knowledge. Epistemology. Education policies. Practical sciences. Political science. Pedagogical science.
publishDate 2017
dc.date.none.fl_str_mv 2017-08-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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format article
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/retepe/article/view/10477
10.5212/retepe.v.2.002
url https://revistas.uepg.br/index.php/retepe/article/view/10477
identifier_str_mv 10.5212/retepe.v.2.002
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/retepe/article/view/10477/5933
dc.rights.driver.fl_str_mv Copyright (c) 2017 Revista de Estudios Teóricos y Epistemológicos en Política Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Revista de Estudios Teóricos y Epistemológicos en Política Educativa
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe
publisher.none.fl_str_mv UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe
dc.source.none.fl_str_mv Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 2 (2017); 1-5
2409-3696
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