Resumo

HERRERA GONZALEZ, José Darío  e  MARTINEZ RUIZ, Ángela. Pedagogical Knowledge as Practical Knowledge. Pedagogía y Saberes [online]. 2018, n.49, pp.9-26. ISSN 0121-2494.

This paper presents an agenda of research problems in pedagogy based on the approaches of Gadamer (1997); Zuluaga (1999); Schön (1998); Carr (2000, 2006); and Kemmis, Wilkinson, Edwards-Groves, Hardy, Grootenboer and Bristol (2014). In the first five sections we summarize the ideas of these authors, and then we expose the similarities and differences between them. The similarities can be summed up in the following four statements: pedagogical knowledge is ontologically practical; the purposes of pedagogical practice cannot be defined before or outside of it; pedagogical practices are interdependent and, finally, reflection-in-action is one of the ways to build knowledge from practice in a systematic way. These five approaches result in four proposals for pedagogical research-the final chapter-, which ultimately seeks to understand the educational reality of the country through the lens of the analyzed authors.

Palavras-chave : practical rationality; pedagogical knowledge; pedagogical practice; philosophy of education; pedagogical research.

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