The current epistemological debate in education: a comparative study between Freire and Schön

Authors

DOI:

https://doi.org/10.17058/rea.v31i3.16137

Keywords:

Freire., Schön., Epistemology., Reflective praxis.

Abstract

The objective of this article was to clarify Donald Schön's epistemological proposals, given the acceptance of the reflective praxis category, and Paulo Freire's proposition, whose central category is educational praxis. This is a bibliographical research, whose analytical approach was the Dialectical Historical Materialism. The central conclusion points to the relevance of epistemological distinctions, as they refer to understandings of the social role of education and the pedagogical work carried out by teachers. Its clarity is fundamental for the qualification of educational processes, expanding the possibilities of placing education within the scope of economic and sociocultural transformations.

Downloads

Download data is not yet available.

Author Biographies

Paulo Eduardo Dias Taddei, Instituto Educacional de Educação Ponche Verde

Doutor em Educação pela Universidade Federal de Pelotas. Licenciado em Filosofia. Professor de Filosofia. Advogado com especialização em direito ambiental.

Conceição Paludo, Universidade Federal do Rio Grande do Sul - Faculdade de Educação

Doutora Departamento de Estudos Básicos da Faculdade de Educação da UFRGS – Membro da Coordenação do Programa de Pós-Graduação em Educação. Coordenadora do TRAMSE - Trabalho Movimentos Sociais e Educação.

Downloads

Published

2023-12-15

How to Cite

Taddei, P. E. D., & Paludo, C. (2023). The current epistemological debate in education: a comparative study between Freire and Schön. Reflexão E Ação, 31(3), 7-20. https://doi.org/10.17058/rea.v31i3.16137

Issue

Vol. 31 No. 3 (2023)

Section

Artigos do Fluxo

License

The submission of originals to this journal implies on the transference, by the author(s), of the printed and digital publishing rights. The author´s rights to the published articles are the author´s, the journal has the rights over the first publication. The author(s) can only use the same results in other publications, indicating clearly that this journal was the original publisher. Since we are an open access journal, the free use of articles is permitted for educational and scientific applications, as long as they inform the source according with the CC-BY license from Creative Commons.