A produção do conhecimento em educação

O Pós-estruturalismo como potência epistemológica

Bibliographic Data

ID3949190
AuthorsSirley Lizott Tedeschi (0000-0002-4557-8282, Universidade Católica Dom Bosco), Ruth Pavan (0000-0001-8979-1125, Universidade Católica Dom Bosco)
Year2017
Volume12
Issue3
Pages772-787
Publication date2017-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.12i3.005
OpenAlexW2599703047
LanguagePT
Citations received1
References cited4

This paper aims to analyze the epistemological and methodological potentialities of Post-structuralism in education research. With a theoretical-bibliographic character, the research takes as main references Michel Foucault, Gilles Deleuze and Jacques Derrida's contributions in order to problematize the modern metanarratives and the processes of knowledge production in this area. By problematizing modern metanarratives and pointing out the historical, contextual character, inherent in the process of knowledge production, this epistemological perspective has triggered a number of concerns, doubts and discontinuities that have reverberated in investigative processes in that area. Being open to this epistemological field may both contribute to the deconstruction of the conceptual apparatus of modernity, which has strongly marked the education research, and bring other epistemological and methodological possibilities for knowledge production in that area. In this sense, the potentiality of this epistemological and methodological perspective for research in education is the multiplicity of possibilities that it provides. Keywords: Research. Education. Post-structuralism

Education and Digital Technologies · Education and Public Policy · Education Pedagogy and Practices

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