Resumo

DE CONTI, Manuele. Theory of Pedagogical Knowledge. Pedagogía y Saberes [online]. 2018, n.49, pp.177-188. ISSN 0121-2494.

This reflection article shows that the presentation of results of pedagogic sciences, such as scientific results, together with the critique of scientific rationality, reveals the absence of a coherent epistemological theory capable of justifying forms of knowledge that cannot be traced back to positivism. To solve this impasse, in this paper I investigate the origins of this contradiction and use my findings to reflect on the pluralistic theory of truth, most commonly referred to as "alethic pluralism," capable of unifying the different forms of pedagogic knowledge. The article concludes, first, that the tripartite conception of knowledge is inadequate for the generic concept of knowledge; second, that pedagogy doesn't know the object of its own study in terms of scientific knowledge; and third, that it is possible to locate a conception of knowledge that integrates and allows the valorization of the different forms of knowledge that constitute pedagogy.

Palavras-chave : pedagogy; knowledge; truth; minimalism; alethic pluralism.

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