Knowledge production in education: Post-structuralism as epistemological potency

Detalhes bibliográficos
Autor(a) principal: Tedeschi, Sirley Lizott
Data de Publicação: 2017
Outros Autores: Pavan, Ruth
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/9314
Resumo: This paper aims to analyze the epistemological and methodological potentialities of Post-structuralism in education research. With a theoretical-bibliographic character, the research takes as main references Michel Foucault, Gilles Deleuze and Jacques Derrida’s contributions in order to problematize the modern metanarratives and the processes of knowledge production in this area. By problematizing modern metanarratives and pointing out the historical, contextual character, inherent in the process of knowledge production, this epistemological perspective has triggered a number of concerns, doubts and discontinuities that have reverberated in investigative processes in that area. Being open to this epistemological field may both contribute to the deconstruction of the conceptual apparatus of modernity, which has strongly marked the education research, and bring other epistemological and methodological possibilities for knowledge production in that area. In this sense, the potentiality of this epistemological and methodological perspective for research in education is the multiplicity of possibilities that it provides.    Keywords: Research. Education. Post-structuralism.
id UEPG-26_498657c39a219f0efdbd3f51e3430c96
oai_identifier_str oai:uepg.br:article/9314
network_acronym_str UEPG-26
network_name_str Práxis Educativa (Online)
repository_id_str
spelling Knowledge production in education: Post-structuralism as epistemological potencyLa producción del conocimiento en la educación: el Posestructuralismo como potencia epistemológicaA produção do conhecimento em educação: o Pós-estruturalismo como potência epistemológicaThis paper aims to analyze the epistemological and methodological potentialities of Post-structuralism in education research. With a theoretical-bibliographic character, the research takes as main references Michel Foucault, Gilles Deleuze and Jacques Derrida’s contributions in order to problematize the modern metanarratives and the processes of knowledge production in this area. By problematizing modern metanarratives and pointing out the historical, contextual character, inherent in the process of knowledge production, this epistemological perspective has triggered a number of concerns, doubts and discontinuities that have reverberated in investigative processes in that area. Being open to this epistemological field may both contribute to the deconstruction of the conceptual apparatus of modernity, which has strongly marked the education research, and bring other epistemological and methodological possibilities for knowledge production in that area. In this sense, the potentiality of this epistemological and methodological perspective for research in education is the multiplicity of possibilities that it provides.    Keywords: Research. Education. Post-structuralism.El presente artículo tiene como objetivo analizar las potencialidades epistemológicas y metodológicas del posestructuralismo en la investigación en la educación. Esta investigación, de carácter teórico-bibliográfico, toma como principales referencias a las contribuciones de Michael Foucault, Guilles Deleuze y Jacques Derrida para problematizar las metanarrativas modernas y los procesos de producción del conocimiento en el área. Al problematizar las metanarrativas modernas y exponer el carácter histórico, contextual, inherente al proceso de construcción del conocimiento, esta perspectiva epistemológica ha provocado una serie de inquietudes, de dudas, de discontinuidades que repercuten en los procesos de investigación en el área. Abrirse al campo epistemológico puede contribuir para una desconstrucción del aparato conceptual de la modernidad, que tanto ha marcado la pesquisa en la educación, y abrir otras posibilidades epistemológicas y metodológicas para la producción del conocimiento en el área. En este sentido, la potencialidad de esta perspectiva epistemológica y metodológica para la investigación en la educación está en la multiplicidad de posibilidades que ella proporciona.   Palabras clave: Investigación. Educación. Posestructuralismo.O presente artigo tem como objetivo analisar as potencialidades epistemológicas e metodológicas do Pós-estruturalismo na pesquisa em educação. De caráter teórico-bibliográfico, a pesquisa toma como principais referências as contribuições de Michel Foucault, Gilles Deleuze e Jacques Derrida para problematizar as metanarrativas modernas e os processos de produção do conhecimento nessa área. Ao problematizar as metanarrativas modernas e expor o caráter histórico, contextual, inerente ao processo de construção do conhecimento, essa perspectiva epistemológica tem provocado uma série de inquietações, de dúvidas, de descontinuidades que repercutem nos processos investigativos na área. Abrir-se para esse campo epistemológico pode contribuir para uma desconstrução do aparato conceitual da modernidade, que tanto tem marcado a pesquisa em educação, e abrir outras possibilidades epistemológicas e metodológicas para a produção do conhecimento nessa área. Nesse sentido, a potencialidade dessa perspectiva epistemológica e metodológica para a pesquisa em educação está na multiplicidade de possibilidades que ela proporciona.   Palavras-chave: Pesquisa. Educação. Pós-estruturalismo.Universidade Estadual de Ponta Grossa2017-03-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/931410.5212/PraxEduc.v.12i3.005Práxis Educativa; Vol. 12 No. 3 (2017); 772-787Práxis Educativa; Vol. 12 Núm. 3 (2017); 772-787Práxis Educativa; V. 12 N. 3 (2017); 772-787Práxis Educativa; v. 12 n. 3 (2017); 772-7871809-43091809-403110.5212/PraxEduc.v.12i3reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/9314/5607https://revistas.uepg.br/index.php/praxiseducativa/article/view/9314/209209213052Copyright (c) 2017 Práxis Educativainfo:eu-repo/semantics/openAccessTedeschi, Sirley LizottPavan, Ruth2020-04-14T19:06:46Zoai:uepg.br:article/9314Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-14T19:06:46Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Knowledge production in education: Post-structuralism as epistemological potency
La producción del conocimiento en la educación: el Posestructuralismo como potencia epistemológica
A produção do conhecimento em educação: o Pós-estruturalismo como potência epistemológica
title Knowledge production in education: Post-structuralism as epistemological potency
spellingShingle Knowledge production in education: Post-structuralism as epistemological potency
Tedeschi, Sirley Lizott
title_short Knowledge production in education: Post-structuralism as epistemological potency
title_full Knowledge production in education: Post-structuralism as epistemological potency
title_fullStr Knowledge production in education: Post-structuralism as epistemological potency
title_full_unstemmed Knowledge production in education: Post-structuralism as epistemological potency
title_sort Knowledge production in education: Post-structuralism as epistemological potency
author Tedeschi, Sirley Lizott
author_facet Tedeschi, Sirley Lizott
Pavan, Ruth
author_role author
author2 Pavan, Ruth
author2_role author
dc.contributor.author.fl_str_mv Tedeschi, Sirley Lizott
Pavan, Ruth
description This paper aims to analyze the epistemological and methodological potentialities of Post-structuralism in education research. With a theoretical-bibliographic character, the research takes as main references Michel Foucault, Gilles Deleuze and Jacques Derrida’s contributions in order to problematize the modern metanarratives and the processes of knowledge production in this area. By problematizing modern metanarratives and pointing out the historical, contextual character, inherent in the process of knowledge production, this epistemological perspective has triggered a number of concerns, doubts and discontinuities that have reverberated in investigative processes in that area. Being open to this epistemological field may both contribute to the deconstruction of the conceptual apparatus of modernity, which has strongly marked the education research, and bring other epistemological and methodological possibilities for knowledge production in that area. In this sense, the potentiality of this epistemological and methodological perspective for research in education is the multiplicity of possibilities that it provides.    Keywords: Research. Education. Post-structuralism.
publishDate 2017
dc.date.none.fl_str_mv 2017-03-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/9314
10.5212/PraxEduc.v.12i3.005
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/9314
identifier_str_mv 10.5212/PraxEduc.v.12i3.005
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/9314/5607
https://revistas.uepg.br/index.php/praxiseducativa/article/view/9314/209209213052
dc.rights.driver.fl_str_mv Copyright (c) 2017 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Práxis Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 12 No. 3 (2017); 772-787
Práxis Educativa; Vol. 12 Núm. 3 (2017); 772-787
Práxis Educativa; V. 12 N. 3 (2017); 772-787
Práxis Educativa; v. 12 n. 3 (2017); 772-787
1809-4309
1809-4031
10.5212/PraxEduc.v.12i3
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv praxiseducativa@uepg.br||praxiseducativa@uepg.br
_version_ 1799317611101552640

Registros relacionados