The educational research limits: pedagogical abstractionism and the field fragilities

Detalhes bibliográficos
Autor(a) principal: Mendonça, Samuel
Data de Publicação: 2019
Outros Autores: Oliveira, Romualdo Portela de, Leandro, Kelly Cristina
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/14556
Resumo: The object of this article is the educational research. Question: Do the pedagogical abstractionism and the educational field fragilities are barriers to consolidating the Education as science? The educational abstractionism concept is detailed by Jose Mário Pires Azanha’s perspective, as well as the educational field fragilities are presented from Bernardete Gatti’s studies. With this theoretical framework and taking into consideration this article’s hypothesis that concerns the educational field disregard as science by the federal agencies: Coordination for Higher Education Staff Improvement – CAPES and National Council of Scientific and Technological Development – CNPq, we look for to affirm the rigor necessity in the education researches. As results, it is necessary to establish clear references regarding the education epistemological statute so a greater dialogue with other scientists from other sciences can be obtained. The Education defended with rigor will be able to access more financing, given the relation among the resources applied in each area and the democratic spaces dedicated to science construction representativity. Keywords: Abstractionism. Fragilities. Education. Limits. Epistemology.
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spelling The educational research limits: pedagogical abstractionism and the field fragilitiesLímites de la investigación educativa: abstraccionismo pedagógico y debilidades de campoLimites da pesquisa educacional: abstracionismo pedagógico e fragilidades do campoThe object of this article is the educational research. Question: Do the pedagogical abstractionism and the educational field fragilities are barriers to consolidating the Education as science? The educational abstractionism concept is detailed by Jose Mário Pires Azanha’s perspective, as well as the educational field fragilities are presented from Bernardete Gatti’s studies. With this theoretical framework and taking into consideration this article’s hypothesis that concerns the educational field disregard as science by the federal agencies: Coordination for Higher Education Staff Improvement – CAPES and National Council of Scientific and Technological Development – CNPq, we look for to affirm the rigor necessity in the education researches. As results, it is necessary to establish clear references regarding the education epistemological statute so a greater dialogue with other scientists from other sciences can be obtained. The Education defended with rigor will be able to access more financing, given the relation among the resources applied in each area and the democratic spaces dedicated to science construction representativity. Keywords: Abstractionism. Fragilities. Education. Limits. Epistemology.El objeto de este artículo es la investigación educativa. Se cuestiona: ¿El abstraccionismo pedagógico y las debilidades del campo educativo son barreras para la consolidación de la Educación mientras ciencia? El concepto de abstraccionismo educativo se explicita en la perspectiva de José Mário Pires Azanha, tal cual que las debilidades del campo educativo se presentan a partir de los estudios de Bernardete Gatti. Con este andamiaje teórico, teniendo en cuenta la hipótesis del artículo que se refiere al desprecio del campo educativo como ciencia en las agencias federales, Coordinación de Mejoramiento del Personal de Educación Superior, CAPES y el Consejo Nacional de Desarrollo Científico y Tecnológico, CNPq, se busca afirmar la necesidad de una investigación rigurosa en el campo de la educación. Como resultado, es necesario establecerse referencias claras cuanto al estado epistemológico del campo de la educación para que se pueda lograr un mayor diálogo con otros científicos en otras ciencias. La educación defendida con rigor podrá tener acceso a más financiaciones, dada la relación entre los recursos asignados a las áreas y a la representatividad de los espacios democráticos de construcción de las ciencias. Palabras clave: Abstraccionismo. Debilidades. Educación. Límites. Epistemología.O objeto deste artigo é a pesquisa educacional. Questiona-se: o abstracionismo pedagógico e as fragilidades do campo educacional são barreiras para a consolidação da Educação enquanto ciência? O conceito de abstracionismo educacional é explicitado na perspectiva de José Mário Pires Azanha, da mesma forma que as fragilidades do campo educacional são apresentadas a partir de estudos de Bernardete Gatti. Com este arcabouço teórico, levando em consideração a hipótese do artigo que diz respeito à desconsideração do campo educacional como ciência nas agências federais, Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES e Conselho Nacional de Desenvolvimento Científico e Tecnológico, CNPq, busca-se afirmar a necessidade de rigor de pesquisas do campo da educação. Como resultados, é preciso estabelecer balizas claras quanto ao estatuto epistemológico do campo da educação para que se possa conseguir maior interlocução com outros cientistas, de outras ciências. A Educação defendida com rigor poderá ter acesso a mais financiamento, dada a relação entre os recursos destinados às áreas e à representatividade dos espaços democráticos de construção das ciências. Palavras-chave: Abstracionismo. Fragilidades. Educação. Limites. Epistemologia.UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe2019-10-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/retepe/article/view/1455610.5212/retepe.v.4.019Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 4 (2019); 1-152409-3696reponame: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/14556/retepe.v.4.019Copyright (c) 2019 Revista de Estudios Teóricos y Epistemológicos en Política Educativainfo:eu-repo/semantics/openAccessMendonça, SamuelOliveira, Romualdo Portela deLeandro, Kelly Cristina2020-04-09T17:10:29Zoai:uepg.br:article/14556Revistahttps://revistas.uepg.br/index.php/retepeONGhttps://revistas.uepg.br/index.php/retepe/oai||editores@relepeenrevista.org2409-36962409-3696opendoar:2020-04-09T17:10:29Revista de Estudios Teóricos y Epistemológicos en Política Educativa - Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)false
dc.title.none.fl_str_mv The educational research limits: pedagogical abstractionism and the field fragilities
Límites de la investigación educativa: abstraccionismo pedagógico y debilidades de campo
Limites da pesquisa educacional: abstracionismo pedagógico e fragilidades do campo
title The educational research limits: pedagogical abstractionism and the field fragilities
spellingShingle The educational research limits: pedagogical abstractionism and the field fragilities
Mendonça, Samuel
title_short The educational research limits: pedagogical abstractionism and the field fragilities
title_full The educational research limits: pedagogical abstractionism and the field fragilities
title_fullStr The educational research limits: pedagogical abstractionism and the field fragilities
title_full_unstemmed The educational research limits: pedagogical abstractionism and the field fragilities
title_sort The educational research limits: pedagogical abstractionism and the field fragilities
author Mendonça, Samuel
author_facet Mendonça, Samuel
Oliveira, Romualdo Portela de
Leandro, Kelly Cristina
author_role author
author2 Oliveira, Romualdo Portela de
Leandro, Kelly Cristina
author2_role author
author
dc.contributor.author.fl_str_mv Mendonça, Samuel
Oliveira, Romualdo Portela de
Leandro, Kelly Cristina
description The object of this article is the educational research. Question: Do the pedagogical abstractionism and the educational field fragilities are barriers to consolidating the Education as science? The educational abstractionism concept is detailed by Jose Mário Pires Azanha’s perspective, as well as the educational field fragilities are presented from Bernardete Gatti’s studies. With this theoretical framework and taking into consideration this article’s hypothesis that concerns the educational field disregard as science by the federal agencies: Coordination for Higher Education Staff Improvement – CAPES and National Council of Scientific and Technological Development – CNPq, we look for to affirm the rigor necessity in the education researches. As results, it is necessary to establish clear references regarding the education epistemological statute so a greater dialogue with other scientists from other sciences can be obtained. The Education defended with rigor will be able to access more financing, given the relation among the resources applied in each area and the democratic spaces dedicated to science construction representativity. Keywords: Abstractionism. Fragilities. Education. Limits. Epistemology.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-31
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/14556
10.5212/retepe.v.4.019
url https://revistas.uepg.br/index.php/retepe/article/view/14556
identifier_str_mv 10.5212/retepe.v.4.019
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/retepe/article/view/14556/retepe.v.4.019
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista de Estudios Teóricos y Epistemológicos en Política Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 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. 4 (2019); 1-15
2409-3696
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