Resumo

TAPIERO VASQUEZ, Elías. Neosystemic Curricular Metatheory and Challenges in Education Research. Prax. Saber [online]. 2014, vol.5, n.10, pp.35-54. ISSN 2216-0159.

Based on the execution of a program and a research line from which it emerged the formulation of a new critical paradigm in the curriculum field: neosystemic curriculum metatheory, it could be stated that education research is a new knowledge factor when making the implementation of subsequent research projects a sharper source of questioning the object. Some education sciences were questioned, beyond the ideological criticism thought possible, from an epistemological learning that elucidated a horizon of a greater object understanding, new categories of analysis were formulated, a new classification of critical curriculum in the West was proposed, and the action research method was redefined.

Palavras-chave : school integration; educational autonomy; history of science; research method.

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