Knowledge production in education: Post-structuralism as epistemological potency
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Data de Publicação: | 2017 |
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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. |
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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 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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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 |
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https://revistas.uepg.br/index.php/praxiseducativa/article/view/9314/5607 https://revistas.uepg.br/index.php/praxiseducativa/article/view/9314/209209213052 |
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Copyright (c) 2017 Práxis Educativa info:eu-repo/semantics/openAccess |
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Copyright (c) 2017 Práxis Educativa |
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openAccess |
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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 |
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Universidade Estadual de Ponta Grossa (UEPG) |
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UEPG |
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UEPG |
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Práxis Educativa (Online) |
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Práxis Educativa (Online) |
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Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
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praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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