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La perspectiva epistemológica socio-crítica en la ciencia crítica de la educación: La educación como transformación y la formación como emancipación
The Socio-Critical Epistemological Perspective in the Critical Science of Education: Education as Transformation and Training as Emancipation
[journal article]
Abstract This article addresses, from the referent of the critical science of education, aspects referred to the relationship between pedagogy, education, and training, for which the following critical pedagogical ideas are recovered: the conception of the human being as a historical subject, education as so... view more
This article addresses, from the referent of the critical science of education, aspects referred to the relationship between pedagogy, education, and training, for which the following critical pedagogical ideas are recovered: the conception of the human being as a historical subject, education as social transformation, and training as human, and political emancipation.... view less
El presente artículo tematiza, desde el referente de la ciencia crítica de la educación, aspectos referidos a la relación existente entre pedagogía, educación y formación, para lo cual se recuperan las siguientes ideas pedagógicas críticas: la concepción del ser humano como sujeto histórico, la educ... view more
El presente artículo tematiza, desde el referente de la ciencia crítica de la educación, aspectos referidos a la relación existente entre pedagogía, educación y formación, para lo cual se recuperan las siguientes ideas pedagógicas críticas: la concepción del ser humano como sujeto histórico, la educación como transformación social y la formación como emancipación humana y política.... view less
Keywords
pedagogics; pedagogics; critical theory
Classification
Basic Research, General Concepts and History of Education and Pedagogics
Free Keywords
Critical Science of Education; Transformation; Formation; Emancipation
Document language
Spanish
Publication Year
2021
Page/Pages
p. 253-264
Journal
Revista Kavilando, 13 (2021) 2
ISSN
2344-7125
Status
Published Version; peer reviewed
Licence
Creative Commons - Attribution-Noncommercial-No Derivative Works 4.0