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Epistemology and Pedagogy… Considerations

 

Author: Yenny Coromoto Moreno Mejías

Universidad Fermín Toro, UFT

moreno_28barinas@hotmail.com

Lara, Venezuela

 

Abstract

          Epistemology represents scientific knowledge focused on different areas of thought, in order to appreciate the relevance of the human being. It can be considered as the philosophy of science; Basing that knowledge on human custom, in other words, is that which has been acquired during life. Therefore, epistemology and pedagogy require a series of competences for teaching performance, within these are the personal, academic, pedagogical and technological; determining the individual's performance. In other words, they require educators to know, select, use, evaluate, refine and generate effective pedagogical strategies that awaken the student's critical thinking. In the present essay it is tried to make a revision about the epistemology and the pedagogy, acting from the considerations of the same one. To do this, a bibliographic review was carried out on the importance and relevance of epistemology from the pedagogy that the teacher performs and the analysis of knowledge that must be done from their environment. Finally, it contributes to enrich this feeling, think, live and coexist, towards an epistemological construction legitimized in the production of knowledge originated from practice, having as an explanation the experience as an instance of creation of knowledge and resignifying the knowledge from the self-constructed and socialized In addition, it will focus the explanation and exemplification of the general knowledge that is taught in the classroom; taking into account the context in which students develop, experience and their daily life.

 

          Keywords: epistemology; pedagogy; educational sciences.

 

 

 

Epistemología y Pedagogía… Consideraciones

 

Resumen

La epistemología representa el conocimiento científico centrado en diferentes áreas del pensamiento, con la finalidad de apreciar la relevancia del ser humano. La misma puede considerarse como la filosofía de la ciencia; basando dicho conocimiento en la costumbre humana, en otras palabras, es aquello que se ha adquirido durante la vida. Por lo tanto, la epistemología y la pedagogía requieren de una serie de competencias para el desempeño docente, dentro de estas se encuentran las personales, académicas, pedagógicas y tecnológicas; determinando la actuación del individuo. En otras palabras, requieren que los educadores conozcan, seleccionen, utilicen, evalúen, perfeccionen y generen estrategias pedagógicas efectivas, que despierten el pensamiento crítico del estudiante. En el presente ensayo se pretende hacer una revisión acerca de la epistemología y la pedagogía, actuando desde las consideraciones de la misma. Para ello se realizó una revisión bibliográfica sobra la importancia y relevancia que tiene la epistemología desde la pedagogía que efectúa el docente y el análisis del conocimiento que debe hacer desde su entorno. Finalmente, el mismo contribuye a enriquecer ese sentir, pensar, vivir y convivir, hacia una construcción epistemológica legitimada en la producción de conocimientos originados desde la práctica, teniendo como explicación la experiencia como instancia de creación del conocimiento y resignificando el saber desde lo autoconstruido y socializado. Además, focalizará la explicación y ejemplificación de los conocimientos generales que son enseñados en el aula de clase; tomando en cuenta el contexto en el cual se desenvuelve los estudiantes, la experiencia y su cotidianidad.

 

Palabras clave: epistemología; pedagogía; ciencias de la educación.

 

 

 

1. Introduction

Currently, man is aware of the need to train systematically and schooled, which is why you live in times that have to go hand in hand with technology and the management of globalization hand in hand with different scenarios, educational, social, cultural and political. From there, Cornejo (2012), refers:

In recent decades we have witnessed profound changes in all areas of human activity. We live in a globalized world where events, once unconnected, have almost immediate repercussions. In this new scenario, education has not been alien to the process of changes, some with immediate visible effects and others with long-term effects that are difficult to predict (p.1).

 

Interpreting the author, we have the educational system going through one of the greatest challenges in terms of changes in modes of thought that meet the challenges of globalization in all educational institutions and the strengthening of leadership in these institutions. Hence, the importance of implementing epistemology in the pedagogical field because it allows to strengthen the consciousness of individuals in applying various strategies in raising the quality of education.

 

Therefore, current education requires new horizons or projects in which the interactions between teachers, students, parents, representatives and other members of the school and community are strengthened; with a view to enrich the teaching work in training and training in the teaching-learning process. It is important to highlight the true changes of attitude in educators in facing learning situations in an optimal and effective way.

 

In accordance with the aforementioned, the current Latin American educational system demands a new style of thought, capable of transforming itself into congruent team decision-making, full of awareness, given that it is designed to become a weapon against the entropy of organizations. From there, the work of the teacher becomes indispensable in the day to day, in the daily life of the school, this work must be framed in its role as social promoter, counselor and facilitator of learning. In addition, promote the potentialities, skills and abilities in a group or individual at any stage of the life cycle.

 

In this order and direction, Ugas (2009), states that "epistemology is the science that studies human knowledge and the way in which the individual acts to develop their thought structures" (p.12). This refers, that epistemology represents the science that explores the knowledge of the human being, expanding the way the individual develops, reflects and acts in a given space. Said knowledge focused on the reality, customs, traditions and daily life of the subject.

 

However, epistemological science is immersed in the study of knowledge in terms of scientific knowledge, that is, it can be proven, through methods, techniques, resources, procedures, hypotheses, variables, among other tools that are used to verify said knowledge. This induces the teacher to guide the teaching-learning process, using innovative strategies in each of the activities planned in class.

 

Hence, knowledge in man has existed since he could have the reasoning of things; deepening technological, environmental, cultural, political and financial advances. With all the evolution of the human being has been able to know the everything that has surrounded it. Studies on nature, its creation, imagination, origin of knowledge, its needs, interests, history, among others, are fundamental for the approach of epistemology; thus leading individuals to maximum happiness, satisfaction, well-being and quality of life.

 

2. Entry to Epistemology

Epistemology is a science that explores the scientific, reflecting the depth of knowledge, its origin, its form and how it should be. Likewise, it is imprecise because its principles give the reason to reflect the thoughts, conceptualize its validity, the objectives and the scope that it can obtain. The essence of epistemology lies in the treatise of general knowledge, science, the problems of being approached in a context. In addition, it is closely related to the philosophy that leads to the understanding of the reality or daily life object of study.

 

In this sense, Ceberio and Watzlawick (1998), cited by Jaramillo (2003), consider that the term epistemology "derives from the Greek episteme that means knowledge, and is a branch of philosophy that deals with all the elements that procure the acquisition of knowledge and investigates the foundations, limits, methods and validity of it" (p.2). The author refers that the epistemology derives from the Greek episteme that is related to knowledge, extending in the acquisition, terms, methods, effectiveness and limits in the investigated field.

 

Consequently, in this evolution of epistemology, knowledge of pedagogy is sought because man must deepen into ontoepistemic analysis, explain the phenomenon of social cohesion, in a framework of confrontation and understanding of past and present multirealities in a globalized world , both in formal and non-formal settings, in order to favor and benefit a collective of humanity in which pedagogy must represent the cornerstone that allows us to specify and guide these events. As well as, to deepen in the permanent formation of the teacher.

 

Epistemology and pedagogy represent the means par excellence to explain and exemplify the general knowledge that is taught and learned and verify compliance with laws on social development, based on experiences and everyday life; at the same time that it allows the development in the individuals in the intellectual, volitive and emotional aspects. It offers the possibility that the actors and educational authors touch the cultural reality of their locality; At the same time that they feel close to them, they imagine that they live and build it (Portu, 2009, p.14).

 

3. Considerations of Epistemology and Pedagogy

When dealing with pedagogy it is necessary to highlight, it has education as an object of study, according to Borquez (2009), "pedagogy constitutes the approach and scientific solution of educational problems ... or the rules that govern the educational activity" (p.85). That is to say, it is the science that investigates the educational field and the goals that are pursued.

 

Within that context, Mejía (2010a), considers "this is how in the ethical, suggests creating a dream among those responsible for educating the new man, the New Republican, so that this dream can direct the actions of educational actors, especially teachers and students" (p.4). That is, epistemology and pedagogy are different terms, where the first is discipline and the second is object.

 

Hence, the object of study of pedagogy has unique characteristics, this means that the subject and the object form the same essence, a possibility for those who wish to be taken as an active subject; The teacher is the one called to execute these actions in benefit of the educational quality that seeks to train the man of tomorrow with a critical and liberating thought. Likewise, Mejía (2010b), Pedagogy is:

A way of dealing with daily life, including school, which enables students and young people to form a critical conscience. In other words, it is a tool to reflect on their lives and experiences, emphasizing the individual and the collective, understanding how the community is related (p.5).

 

According to this approach, the student who is educated, with pedagogy, will be a reflective and critical being, capable of formulating their own ideas and actions, for the benefit of their creative freedom, and individual independence, to be the man that is wanted. In this changing world, where the educational environment does not escape from it, on the contrary, it is the fundamental pillar. In the theoretical aspect related to pedagogical practice, it refers to the broad knowledge of instrumental teaching, where the educator develops an attitude of intervenors of educational policies and the Bolivarian Curriculum.

 

In pedagogy, learning is dynamic, interactive, participatory, integrating and motivating on the part of students and teachers, is the commitment assumed to guide, strengthen, promote educational action, taken into account socializing agents, family and community. In addition, it emphasizes in the student changes of behaviors, attitudes, relevance with the identity and the consolidation of values ​​of love, respect, coexistence, solidarity and school peace.

 

In this order of ideas, Rojano (2008), states that pedagogy "is the set of actions that are carried out in the educational field, supported by procedures and methods that give systematic to the study of educational problems in the field of teaching and learning" (p.4). The author refers, the pedagogy is focused on the educational field, in which instructions and strategies are used in an orderly, precise and contextualized manner. From there, Giroux (2011), states that "the first step of critical pedagogy is to get the student to question himself as a member of a social process, which includes cultural norms, national identity and religion" (p.102). That is to say, that critical pedagogy induces the student to value himself as a member of a social-educational process; strengthening values, customs, traditions, culture, environment, among others.

 

It implies this approach, the teacher needs to be educated, that is, prepared to teach pedagogy, because they need to understand that critical analysis leads to social change, therefore, it is required that as an educational line prepare the teacher in this thinking, for this way he can incorporate it into his pedagogy and awaken students' interest in knowing and managing their context. In this regard, Briones (2002), indicates:

In general terms, epistemology is defined as the analysis of scientific knowledge. In more specific terms, this discipline analyzes the philosophical assumptions of the sciences, their object of study, the values involved in the creation of knowledge, the logical structure of their theories, the methods used in research and in the explanation or interpretation of their results and the confirmability and refutability of their theories (p.13).

 

The author exposes, the epistemology is immersed in the deep study of knowledge in a generalized manner and specifically investigates the realistic assumptions of science, the essence of the phenomena, the values ​​involved in thought, the assumptions and methodologies used in research. Also, it is intertwined, mainly, in the improvement of pedagogy because it requires dynamic, in-depth knowledge and the application of theories that lead the teacher to investigate the social, psychological and emotional aspects of the students; This will allow the approach to the reality of the school, family, community context and therefore influence the learning of them.

 

The interaction of knowledge, generated in the class, must be shared by the teacher and the students; action sharing knowledge between the parties, simple exchange, open, reflective, protagónicos, responsible and entertaining; there is feedback, evaluation and evaluation in the learning that is to be achieved; achieving an effective and efficient teaching of the contents that will be addressed, according to the cognitive level of the child.

 

4. By way of reflection

Examine epistemology and pedagogy from the intensification of globalization, the increase of technology and the growing disproportion of social, educational and cultural development; They lead to analyze, interpret and deepen the educational practices that guide them today. To investigate from another point of view the pedagogical approach implies to deepen in the inherent politics to the education in the knowledge of the social, scholastic knowledge and its implications in the theoretical-practical aspect.

 

However, elucidate, glimpse and raise education as one that affects the changes and transformations of life in an individual, hand in hand with culture, which manages to reach a specific time. This leads to the analysis that education represents the ideal medium for the preparation of the subject according to social processes and therefore to the actions that are generated in the context in which it is immersed; However, worrying about the educational categories is inherent in pedagogy as a discipline.

 

Similarly, within the considerations of epistemology in conjunction with pedagogy is the deployment of the promotion of values ​​and skills for life, the integration of parents, representatives, family and community to the permanent interaction with the activities inherent in planning, school performance, participation in the development of educational policies and pedagogical lines, driven by the school-family-community triad; in a responsible, proactive and participative way.

 

4. References

Borquez, H. (2009). La Pedagogía. México: Trillas.

 

Briones, G. (2002). Epistemología de las Ciencias Sociales. Bogotá: Programa de Especialización en Teoría, Métodos y Técnicas de Investigación Social.

 

Cornejo, J. (2012). Retos Impuestos por la Globalización a los Sistemas Educativos Latinoamericanos. Revista Mexicana de Investigación Educativa, 17(52), México. Recuperado de: http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662012000100002

 

Giroux, B. (2011). Epistemología. Buenos Aires: Humanitas.

 

Jaramillo, L. (2003). ¿Qué es Epistemología? Mi Mirar Epistemológico y el Progreso de la Ciencia. Revista de Epistemología de Ciencias Sociales, Cinta Moebio, 18, 174-178. Recuperado de: http://www2.facso.uchile.cl/publicaciones/moebio/18/jaramillo.htm

 

Mejía, M. (2010a,b). Saberes Populares Locales y el Hogar Juvenil Campesino. Bogotá: Universidad Nacional de Colombia.

 

Portu, C. (2009). Educación y Cultura. La Habana: Pueblo y Educación.

 

Rojano, J. (2008). Conceptos Básicos en Pedagogía. Revista Electrónica Redhecs, 4(3), 36-47. Recuperado de: http://publicaciones.urbe.edu/index.php/REDHECS/article/view/447

 

Ugas, A. (2009). Epistemología. Colombia: Norma.

 

 

Yenny Coromoto Moreno Mejías

e-mail: moreno_28barinas@hotmail.com

 

Born in the Municipality of Bolívar, Barinas state, Venezuela. Magister Scientiarum in Initial Education at Universidad Fermín Toro (2015). Bachelor of Education in Integral Mention at the Universidad Nacional Experimental de los Llanos Occidentales Ezequiel Zamora (2007). Bachelor of Science at the Liceo Guillermo Tell Villegas. He currently serves as a teacher of Initial Education at the Escuela Bolivariana Licenciado William Arrizaga (2015-2017). He worked as a preschool assistant in the Escuela Bolivariana Licenciado William Arrizaga (2007-2008), Auxiliary preschool at the Escuela Bolivariana Licenciado William Arrizaga (2008-2009), Auxiliary preschool at the Escuela Bolivariana Licenciado William Arrizaga (2009-2010). He has participated in conferences such as: Meeting of significant experience "This is how we work in the Bolivarian Educational System". May 2013, in the teacher update program in the application of the resource for Learning, February-November 1997.

 

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- Original Version in Spanish -

DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.9.20.362-372