Resumo

NACHONICZ, Lílian Anna. A epistemology of education. Educ. Rev. [online]. 2002, n.19, pp.53-72. ISSN 0104-4060.

Education epistemology knowledge in education is examined by the process that all science effetively realizes in the definition of its object . This object by its turn is defined by the paradigm that the scientific subject assumes. Thus the change in a science is an epistemological paradigm rupture of the epistemology that alters the proper object of that science. Little by little the science emerges from the reality and from a pragmatic that defines its project. It´s a collective and cultural construction, in which the subjects participate and the language is the key element in the knowledge organization. The scientific subject is here understood as a collection of strutured activities, linked to a scientific approach settled and intentionally established to produce the scientific object. The intersubjectivity as stated by Habermas and the language while pragmatic and speech as stated by Vygostsky , are examined to verify the educative action, in the attempt to caracterize the Education’s Knowledge as a scientific Knowledge. The concept of interdisciplinarity is necessary for this characterization and comes from the overcoming of the modern science that is fragmented, being its fragmentation tematic and not disciplinary. The possibility conditions of the human action projected into the world from one space - local time, will to the knowledge type that is necessary in over time not determined, neither to be described, it owns a language that is method, plural and transgressor, out fixed parameters and demarked territories, using the metaphor and the exemplification as procedures. In Education Knowledge the subject is at the same time the object the one that comes to define that knowledge as a process, and not as a state, to be then applied, and particularly applied.

Palavras-chave : Scientific Knowledge; Social Paradigm; Method of Projects.

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