Epistemology and educational policy: contributions of Santos and Wallerstein
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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/10448 |
Resumo: | Abstract: This paper proposes to reconstruct some epistemological assumptions of two contemporary authors: Boaventura de Sousa Santos and Immanuel Wallerstein. Both authors ground, on their own path, a critique of the model of science that was consolidated in the 19th century, based on questionable epistemological assumptions, especially in face of the complex emerging realities in Latin America. What are the main criticisms made about the hegemonic science model? What are the perspectives that these two authors indicate, especially regarding the social sciences, in order to effectively contribute to ground an epistemology that is able to capture the complex and contradictory historical processes? Aiming to deal with these challenges, this paper begins with a general introduction to contextualize the discussion. After that, the text deals with the reconstruction of each author’s individual main arguments and concludes emphasizing the potentialities of these contributions to ground an epistemology that is able to have a dialog with different areas of knowledge, in order to contribute with the educational policies in Latin America, with regard to the past and the future. Keywords: Educational Policy. Epistemology. Boaventura de Sousa Santos. Immanuel Wallerstein. |
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Epistemology and educational policy: contributions of Santos and WallersteinEpistemología y política educativa: contribuciones de Santos y WallersteinEpistemologia e política educacional: contribuições de Santos e WallersteinAbstract: This paper proposes to reconstruct some epistemological assumptions of two contemporary authors: Boaventura de Sousa Santos and Immanuel Wallerstein. Both authors ground, on their own path, a critique of the model of science that was consolidated in the 19th century, based on questionable epistemological assumptions, especially in face of the complex emerging realities in Latin America. What are the main criticisms made about the hegemonic science model? What are the perspectives that these two authors indicate, especially regarding the social sciences, in order to effectively contribute to ground an epistemology that is able to capture the complex and contradictory historical processes? Aiming to deal with these challenges, this paper begins with a general introduction to contextualize the discussion. After that, the text deals with the reconstruction of each author’s individual main arguments and concludes emphasizing the potentialities of these contributions to ground an epistemology that is able to have a dialog with different areas of knowledge, in order to contribute with the educational policies in Latin America, with regard to the past and the future. Keywords: Educational Policy. Epistemology. Boaventura de Sousa Santos. Immanuel Wallerstein.Resumen: Este texto se propone reconstruir algunos supuestos epistemológicos de dos autores contemporáneos: Boaventura de Sousa Santos e Immanuel Wallerstein. Ambos fundamentan, por caminos propios, una crítica al modelo de ciencia que se consolidó en el siglo XIX, en base a supuestos epistemológicos cuestionables, especialmente frente a las complejas realidades emergentes en América Latina. ¿Cuáles son las principales críticas que se hacen al modelo de ciencia hegemónico? ¿Cuáles son las perspectivas que estos dos autores apuntan, especialmente en relación a las ciencias sociales, en el sentido de contribuir de manera efectiva a la fundamentación de una epistemología capaz de aprehender los complejos y contradictorios procesos históricos? Buscando dar cuenta de estos desafíos, el texto comienza con una introducción general para contextualizar la discusión. Sigue con la reconstrucción de los principales argumentos de cada autor individualmente, y concluye resaltando el potencial de estas contribuciones para la fundamentación de una epistemología que sea capaz de dialogar con las diversas áreas del conocimiento, de modo de contribuir con las políticas educativas en América Latina, tanto en relación al pasado cuanto al futuro. Palabras clave: Política educativa. Epistemología. Boaventura de Sousa Santos. Immanuel Wallerstein.Resumo: O presente texto propõe reconstruir alguns pressupostos epistemológicos de dois autores contemporâneos: Boaventura de Sousa Santos e Immanuel Wallerstein. Ambos fundamentam, por caminhos próprios, uma crítica ao modelo de ciência que se consolidou no século XIX, alicerçada em pressupostos epistemológicos questionáveis, de modo especial frente às complexas realidades emergentes na América Latina. Quais são as principais críticas feitas ao modelo de ciência hegemônico? Quais as perspectivas que esses dois autores apontam, especialmente em relação às ciências sociais, no sentido de contribuírem de modo efetivo na fundamentação de uma epistemologia capaz de apreender os complexos e contraditórios processos históricos? Buscando dar conta desses desafios, o texto inicia com uma introdução geral para contextualizar a discussão. Em seguida, ele trata da reconstrução dos principais argumentos de cada autor individualmente e conclui destacando as potencialidades dessas contribuições para a fundamentação de uma epistemologia que seja capaz de dialogar com diferentes áreas do conhecimento, de modo a contribuir com as políticas educacionais na América Latina, tanto em relação ao passado quanto o futuro. Palavras-chave: Política educacional. Epistemologia. Boaventura de Sousa Santos. Immanuel Wallerstein.UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe2017-08-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/retepe/article/view/10448Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 1 n. 1 (2016); 30-552409-3696reponame: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/10448/5904Copyright (c) 2016 Revista de Estudios Teóricos y Epistemológicos en Política Educativainfo:eu-repo/semantics/openAccessMarcon, Telmo2020-04-09T13:14:58Zoai:uepg.br:article/10448Revistahttps://revistas.uepg.br/index.php/retepeONGhttps://revistas.uepg.br/index.php/retepe/oai||editores@relepeenrevista.org2409-36962409-3696opendoar:2020-04-09T13:14:58Revista 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 and educational policy: contributions of Santos and Wallerstein Epistemología y política educativa: contribuciones de Santos y Wallerstein Epistemologia e política educacional: contribuições de Santos e Wallerstein |
title |
Epistemology and educational policy: contributions of Santos and Wallerstein |
spellingShingle |
Epistemology and educational policy: contributions of Santos and Wallerstein Marcon, Telmo |
title_short |
Epistemology and educational policy: contributions of Santos and Wallerstein |
title_full |
Epistemology and educational policy: contributions of Santos and Wallerstein |
title_fullStr |
Epistemology and educational policy: contributions of Santos and Wallerstein |
title_full_unstemmed |
Epistemology and educational policy: contributions of Santos and Wallerstein |
title_sort |
Epistemology and educational policy: contributions of Santos and Wallerstein |
author |
Marcon, Telmo |
author_facet |
Marcon, Telmo |
author_role |
author |
dc.contributor.author.fl_str_mv |
Marcon, Telmo |
description |
Abstract: This paper proposes to reconstruct some epistemological assumptions of two contemporary authors: Boaventura de Sousa Santos and Immanuel Wallerstein. Both authors ground, on their own path, a critique of the model of science that was consolidated in the 19th century, based on questionable epistemological assumptions, especially in face of the complex emerging realities in Latin America. What are the main criticisms made about the hegemonic science model? What are the perspectives that these two authors indicate, especially regarding the social sciences, in order to effectively contribute to ground an epistemology that is able to capture the complex and contradictory historical processes? Aiming to deal with these challenges, this paper begins with a general introduction to contextualize the discussion. After that, the text deals with the reconstruction of each author’s individual main arguments and concludes emphasizing the potentialities of these contributions to ground an epistemology that is able to have a dialog with different areas of knowledge, in order to contribute with the educational policies in Latin America, with regard to the past and the future. Keywords: Educational Policy. Epistemology. Boaventura de Sousa Santos. Immanuel Wallerstein. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-08-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/retepe/article/view/10448 |
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https://revistas.uepg.br/index.php/retepe/article/view/10448 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/retepe/article/view/10448/5904 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Revista de Estudios Teóricos y Epistemológicos en Política Educativa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Revista de Estudios Teóricos y Epistemológicos en Política Educativa |
eu_rights_str_mv |
openAccess |
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application/pdf |
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UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe |
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UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe |
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Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 1 n. 1 (2016); 30-55 2409-3696 reponame:Revista de Estudios Teóricos y Epistemológicos en Política Educativa instname:Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe) instacron:ReLePe |
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