Epistemic configuration of pedagogy. Widespread trends in the history of education
This article carries out a reflexive thematic review that allows to analyze the genesis, evolution, and epistemic configuration of the pedagogy by evaluating the main tendencies that have widespread in the history of education. Five tendencies or epistemological orientations are identified: pedagogy...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6846
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/14816
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7570
https://repositorio.uptc.edu.co/handle/001/14816
- Palabra clave:
- pedagogy; education; education sciences; pedagogical knowledge; teaching; Journal History of Latin American Educatio
pedagogía; educación; ciencias de la educación; saber pedagógico; enseñanza; Revista Historia de la Educación Latinoamericana
pedagogia; educação; ciências da educação; saber pedagógico; ensino; Revista História da Educação Latino-americana
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- License
- Copyright (c) 2017 Revista Historia de la Educación Latinoamericana
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Epistemic configuration of pedagogy. Widespread trends in the history of education |
| dc.title.es-ES.fl_str_mv |
Configuración epistémica de la pedagogía. Tendencias que han proliferado en la historia de la educación |
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Configuração epistémica da pedagogia. Tendências que proliferaram na história da educação |
| title |
Epistemic configuration of pedagogy. Widespread trends in the history of education |
| spellingShingle |
Epistemic configuration of pedagogy. Widespread trends in the history of education pedagogy; education; education sciences; pedagogical knowledge; teaching; Journal History of Latin American Educatio pedagogía; educación; ciencias de la educación; saber pedagógico; enseñanza; Revista Historia de la Educación Latinoamericana pedagogia; educação; ciências da educação; saber pedagógico; ensino; Revista História da Educação Latino-americana |
| title_short |
Epistemic configuration of pedagogy. Widespread trends in the history of education |
| title_full |
Epistemic configuration of pedagogy. Widespread trends in the history of education |
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Epistemic configuration of pedagogy. Widespread trends in the history of education |
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Epistemic configuration of pedagogy. Widespread trends in the history of education |
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Epistemic configuration of pedagogy. Widespread trends in the history of education |
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pedagogy; education; education sciences; pedagogical knowledge; teaching; Journal History of Latin American Educatio |
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pedagogy; education; education sciences; pedagogical knowledge; teaching; Journal History of Latin American Educatio pedagogía; educación; ciencias de la educación; saber pedagógico; enseñanza; Revista Historia de la Educación Latinoamericana pedagogia; educação; ciências da educação; saber pedagógico; ensino; Revista História da Educação Latino-americana |
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pedagogía; educación; ciencias de la educación; saber pedagógico; enseñanza; Revista Historia de la Educación Latinoamericana |
| dc.subject.pt-BR.fl_str_mv |
pedagogia; educação; ciências da educação; saber pedagógico; ensino; Revista História da Educação Latino-americana |
| description |
This article carries out a reflexive thematic review that allows to analyze the genesis, evolution, and epistemic configuration of the pedagogy by evaluating the main tendencies that have widespread in the history of education. Five tendencies or epistemological orientations are identified: pedagogy as a science of education, pedagogy as one of the sciences of education, pedagogy as pedagogical knowledge, pedagogy as the art of teaching (didactics), and pedagogy as a reflection on the education. Pedagogy is considered as the universal constellation of pedagogical knowledge configured by the international academic community. However, the controversial debate on pedagogy and the education sciences is still in force. There is no consensus within the international academic community about the epistemic configuration of pedagogy. The conceptions and criteria depend on the particularities of this science or discipline in each country. In Colombia, pedagogy is a pedagogical knowledge or a reflection on education; in Cuba, pedagogy is considered the science that studies education; in the United States it is the Science of Education, in singular, but it is not used the notion of pedagogy with the connotation of education science. Also, in France, they refer to the Sciences of the Education, in plural, and in Germany, the Pedagogy is understood as the Science of Education. It is concluded that pedagogy should not be considered as a field, but a comprehensive conceptual configuration. |
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2017 |
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2024-07-05T19:14:53Z |
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2017-09-10 |
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https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7570 10.19053/01227238.7570 |
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https://repositorio.uptc.edu.co/handle/001/14816 |
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https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7570 https://repositorio.uptc.edu.co/handle/001/14816 |
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https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7570/7654 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7570/10843 |
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Copyright (c) 2017 Revista Historia de la Educación Latinoamericana |
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Copyright (c) 2017 Revista Historia de la Educación Latinoamericana https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf347 http://purl.org/coar/access_right/c_abf2 |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
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Revista Historia de la Educación Latinoamericana; Vol. 19 No. 29 (2017): Natalia Górriz; 165-195 |
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Revista Historia de la Educación Latinoamericana; Vol. 19 Núm. 29 (2017): Natalia Górriz; 165-195 |
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2256-5248 0122-7238 |
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2017-09-102024-07-05T19:14:53Z2024-07-05T19:14:53Zhttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/757010.19053/01227238.7570https://repositorio.uptc.edu.co/handle/001/14816This article carries out a reflexive thematic review that allows to analyze the genesis, evolution, and epistemic configuration of the pedagogy by evaluating the main tendencies that have widespread in the history of education. Five tendencies or epistemological orientations are identified: pedagogy as a science of education, pedagogy as one of the sciences of education, pedagogy as pedagogical knowledge, pedagogy as the art of teaching (didactics), and pedagogy as a reflection on the education. Pedagogy is considered as the universal constellation of pedagogical knowledge configured by the international academic community. However, the controversial debate on pedagogy and the education sciences is still in force. There is no consensus within the international academic community about the epistemic configuration of pedagogy. The conceptions and criteria depend on the particularities of this science or discipline in each country. In Colombia, pedagogy is a pedagogical knowledge or a reflection on education; in Cuba, pedagogy is considered the science that studies education; in the United States it is the Science of Education, in singular, but it is not used the notion of pedagogy with the connotation of education science. Also, in France, they refer to the Sciences of the Education, in plural, and in Germany, the Pedagogy is understood as the Science of Education. It is concluded that pedagogy should not be considered as a field, but a comprehensive conceptual configuration.En este artículo se hace una revisión temática reflexiva que permite analizar la génesis, evolución, y configuración epistémica de la pedagogía, valorando las principales tendencias que han proliferado en la historia de la educación. Se identifican cinco tendencias u orientaciones epistemológicas: la pedagogía como ciencia de la educación, la pedagogía como una de las ciencias de la educación, la pedagogía como saber pedagógico, la pedagogía como arte de enseñar (didáctica), y la pedagogía como reflexión sobre la educación. Se considera a la pedagogía como la constelación universal del saber pedagógico configurado por la comunidad académica internacional. Sin embargo, aún está vigente el controversial debate sobre la pedagogía y las ciencias de la educación. No hay consenso en la comunidad académica internacional sobre la configuración epistémica de la pedagogía. Las concepciones y criterios dependen de las particularidades de esta ciencia o disciplina en cada país. En Colombia la pedagogía es un saber pedagógico o una reflexión sobre la educación, en Cuba la pedagogía es considerada la ciencia que estudia la educación, en Estados Unidos se habla de la Ciencia de la Educación, en singular, pero no se utiliza la noción de pedagogía con la connotación de ciencia de la educación. Asimismo, en Francia se habla de las Ciencias de la Educación, en plural, y en Alemania la Pedagogía es entendida como la Ciencia de la Educación. Se concluye que la pedagogía no debe ser considerada un campo, sino una configuración conceptual comprensiva. ___________________ Contextualización: Idioma Maya Tzútujil Contextualizador: Salvador Quiacaín Rocch’e. Ministerio de Educación de Guatemala RULUTZ’UXIIK Joo’ ruwach rucholiik tz’atoon ja nimaq taq na’ooj rixiin ja runa’ojiltijoneem: Nab’eey. Ja na’b’altijoneem jaari runa’ojiil ja tijoneem. Ruuk’aab’. Ja na’b’altijoneem jun chi re na’ojiil rixiin ja rijoneem. Roox. Ja nab’altijoneem jaari na’ooj rixiin ojtaqineem. Ruukaaj. Ja na’b’altijoneem jaari ja sak’ajiil rixiin ja k’utuneem. Roo’. Ja na’b’altijoneem jaari ja ch’ab’ooj rixiin ja ojtaqineem. Xchob’otaji chi ja na’b’altijoneem jaari ja jun wi’aaj rixiin ja na’ooj rixiin na’b’altijob’al nuuk’aan kumaal ja ruwinaqiil ninaq taq tijoneem chi paan ja ruwach’uleew. Xar waari, k’a k’o na rutzijoxiik ja na’b’altijoneem ruk’iin ja etamab’aliil rixiin ojtaqineem. Ma k’o ta k’amori’iil kuk’iin ja ruwinaqiil ja ninaq taq tijoneem chi paan ja ruwach’uleew, chi riij runuk’iik ja runa’ojiiltijoneem ja na’b’altijoneem. K’iy ja na’ojiil, xar waari k’ooli ja rujalab’en rii’ chi rujun junaal ja rixiin awa etamab’aliil ri’, chi paan ja tinaamit eje’e. Ja kolonb’iya, ja na’b’altijoneem jaari’ jar ojtaq na’b’altijoneem owi jun ch’ob’ooj chi riij ja ojtaqineem, jar Estat’os Unidos ntzijox riij ruwach chi jar Etamab’aliil rixiin ja tijoneem, pa rujunaal, xar waari ma ti kooji ja tziij na’ab’atijoneem ruk’iin ja etamab’aliil. Keeri Prancia, ntzijoxi jar etamab’aliil rixiin jar ojtaqineem, pa ruk’iyaal, ja k’ar Alemaya ja na’b’altijoneem ch’otajnaq, chi jaari ja ejetamab’al rixiin ja ojtaqineem. Xch’ob’ataji chi ja na’b’altijoneem ma jun nimalaj etamab’aliil ta, jun nuk’uneem ja qas q’alaaj riij ruwach chik. Taq tziij nk’atziini: na’b’altijonee; ojtaqineem; ejtamb’allil rixiin ja ojtaqineem; ojtaq rixiin na’b’altinoneem, k’utuneem. Ruuwuuj ruk’asalemaal ojtaqineem pa Latino’ametika.Neste artigo se faz uma revisão temática reflexiva que permite analisar a gênese, evolução e configuração epistêmica da pedagogia, avaliando as principais tendências que proliferaram na história da educação. Identificam-se cinco tendências e orientações epistemológicas: a pedagogia como ciência da educação, a pedagogia como uma das ciências da educação, a pedagogia como saber pedagógico, a pedagogia como arte de ensinar (didática), e a pedagogia como reflexão sobre a educação. Considera-se a pedagogia como a constelação universal do saber pedagógico configurado pela comunidade acadêmica internacional. Todavia, ainda esta vigente o controverso debate sobre a pedagogia e as ciências da educação. Não há consenso na comunidade acadêmica internacional sobre a configuração epistêmica da pedagogia. As concepções e critérios dependem das particularidades desta ciência ou disciplina em cada país. Na Colômbia, a pedagogia é um saber pedagógico ou uma reflexão sobre a educação, em Cuba a pedagogia é considerada a ciência que estuda a educação, nos Estados Unidos se fala em Ciência da Educação, no singular, porém não se utiliza a noção de pedagogia com a conotação de ciência da educação. Assim mesmo, na França se fala de Ciências da Educação, no plural, e na Alemanha a Pedagogia é entendida como a Ciência da Educação. Conclui-se que a pedagogia não deve ser considerada um campo, senão uma configuração conceitual compreensiva.application/pdftext/htmlspaspaSociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7570/7654https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7570/10843Copyright (c) 2017 Revista Historia de la Educación Latinoamericanahttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf347http://purl.org/coar/access_right/c_abf2Revista Historia de la Educación Latinoamericana; Vol. 19 No. 29 (2017): Natalia Górriz; 165-195Revista Historia de la Educación Latinoamericana; Vol. 19 Núm. 29 (2017): Natalia Górriz; 165-1952256-52480122-7238pedagogy; education; education sciences; pedagogical knowledge; teaching; Journal History of Latin American Educatiopedagogía; educación; ciencias de la educación; saber pedagógico; enseñanza; Revista Historia de la Educación Latinoamericanapedagogia; educação; ciências da educação; saber pedagógico; ensino; Revista História da Educação Latino-americanaEpistemic configuration of pedagogy. Widespread trends in the history of educationConfiguración epistémica de la pedagogía. Tendencias que han proliferado en la historia de la educaciónConfiguração epistémica da pedagogia. Tendências que proliferaram na história da educaçãoinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6846http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a430http://purl.org/coar/version/c_970fb48d4fbd8a85Ortiz Ocaña, Alexander001/14816oai:repositorio.uptc.edu.co:001/148162025-07-18 12:00:49.173https://creativecommons.org/licenses/by-nc-nd/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |