Abstract

The article analyzes different epistemological assumptions and their possible implications for the teaching and learning processes in the educational context. For this, the text starts from some preliminary clarifications about the idea of assumptions and contextualizes aspects of the epistemological debate in relation to some of the most expressive educational matrices. By proposing an analysis of the possibility of a secure and true knowledge in the processes of teaching and learning, the article reaches its most significant point of argument and puts into debate the objectivist and non-objectivist conceptions about knowledge. In order to respond to such a debate, the argumentation will justify a non-objectivist epistemological conception and with structuring of rationality in the molds of practical philosophy and, therefore, in an ethical perspective. In this course, the interdisciplinarity is discussed and presented as a result of the epistemological conception defended by the authors. Throughout the text are pointed out clues for reflection and decision making that allow the understanding of aspects from different curricular matrices in Basic and College Education.

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