El fenómeno del conocimiento como problema en la investigación educativa.

Abstract

The problem of knowledge is one of the fundamental themes of contemporary philosophical reflection, it has exposed the serious epistemological crisis of scientific research due to its ontological and anthropological gaps when it comes to understanding reality. The experiences of educational researchers reveal that the Cartesian and positivist thought categories of modern discourse undermine the processes of knowledge production that are generated in and through educational research. The purpose of the dissertation is to find in the substantive experiences of thinkers and educational researchers new reflection keys that promote a more experiential and significantly human type of discourse and scientific praxis. The method used is the systematization of experiences (Barrera, 2010). From the collected experiences emerged two fundamental theoretical keys for the reflection of the problem of knowledge in the context of university education, which are: (a) renewed scientific thought; (b) from the methodology to the scientific methodology. The phenomenon of knowledge emerges from experiences as a questioning idea that introduces us in a new way into the epistemological reflection of scientific praxis, from new perspectives that project the path towards a scientific research with a consciential character, say, that it takes into account the fundamental dimensions of the human condition, that within objective research they would not have reason for scientific validation.