Sobre o estatuto disciplinar da educação

DOI:

https://doi.org/10.19137/praxiseducativa-2023-270210

Palavras-chave:

educação, disciplinas, teoria educacional, prática educacional, filosofia educacional

Resumo

Após o debate sustentado em torno do caráter intertransdisciplinar na produção do conhecimento nas instituições educacionais contemporâneas; A educação, que tanto lutou para se firmar como disciplina acadêmica, acabou sendo mais uma vez convocada ao tribunal epistemológico. Tal dilema, de certa forma, reacendeu uma velha questão no campo educacional, a saber: como é que a educação pode ser compreendida como uma disciplina científica? A questão aborda uma questão fundamental sobre o mérito epistêmico da pesquisa educacional. Orientado por dar-lhe uma resposta, examina-se criticamente a noção de disciplina académica, explorando as suas exigências e limites conceptuais. Metodologicamente, a estratégia revisita o conceito de prática educacional de Wilfred Carr, conectando-o com duas dimensões epistêmicas centrais para a conformação de uma disciplina do conhecimento: a linguagem e objeto disciplinar. Conclui insinuando que tal conceituação é crucial para defender o estatuto disciplinar da educação.

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Publicado

2023-05-10

Como Citar

Saavedra Campos, M. (2023). Sobre o estatuto disciplinar da educação. Praxis Educativa, 27(2), 1–17. https://doi.org/10.19137/praxiseducativa-2023-270210

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