Abstract

JUNG, Hildegard Susana; ALTMANN, Idio Fridolino  and  NEVES, Fabiana Moreno das. Scientific research in education and the immersion of new paradigms: possibilities for significant methodologies. Conjectura: filos. e Educ. [online]. 2023, vol.28, e023003. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v28.e023003.

The objective of this article is to present a reflection on the existing and emerging paradigms in the face of a theoretical-scientific context and the need for change due to the challenges faced at certain times. Thus, the text, with a qualitative approach and characterized as a bibliographic review, contextualizes this branch of philosophy that deals with the nature of scientific research, of knowledge in the educational field, not only within the scope of epistemology, but also in the foundation of the paradigms of science and education, and scientific knowledge. The methodological issues are directly related to this reflection on the significant results and what needs to be modified based on an analysis of the social context in which it is inserted. To support this article, we present the contextualizations that dialogue around authors such as Alda Judith Alves-Mazzotti, Pierre Bourdieu, Boaventura de Sousa Santos, Bernard Charlot, Edgar Morin, Thomas Kuhn and Mario Osório Marques. Therefore, the article exposes in its scientific panorama an answer to the impositions of the sciences in contemporary times, without breaking with the past and its traditions, but presenting a look towards the future. From this perspective, we need to be clear about the scientific field in which we are inserted, knowing in fact its peculiarities to choose a method that addresses the needs presented, having certainty of what we are doing. Finally, it can be concluded that education professionals need a solid scientific research base to have the necessary subsidies when trying new methodologies in their pedagogical practices that are significant for students.

Keywords : Educational sciences; Epistemology; Paradigm of educational sciences.

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