Historical-epistemological demarcation of the teaching area (46) regarding the education area (38) of CAPES
This essay presents aspects that demarcate the area of Teaching (Area 46), in the context of Brazilian Graduate Programs, as independent of the area of Education (Area 38), as listed by the Coordination for the Improvement of Higher Education Personnel (Coordenação de Aperfeiçoamento de Pessoal de N...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Tecnológica Federal do Paraná (UTFPR) |
| Repositorio: | Actio (Curitiba) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.utfpr:article/14923 |
| Acceso en línea: | https://periodicos.utfpr.edu.br/actio/article/view/14923 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Áreas de Pesquisa; Epistemologia Fleckiana; Coletivos de Pensamento Research Area; Fleckian Epistemology; Thought collectives |
| Sumario: | This essay presents aspects that demarcate the area of Teaching (Area 46), in the context of Brazilian Graduate Programs, as independent of the area of Education (Area 38), as listed by the Coordination for the Improvement of Higher Education Personnel (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES), both of which are proposed as thought collectives. The arguments listed derive from the epistemological understanding of the constitution of thought collectives, as devised in the philosophy of Ludwick Fleck. The discursive itinerary is developed through the epistemological argument of the insufficiency of the attempt at a merely conceptual or terminological definition of an area based on the terms Education and Teaching. We assume the constitution of an area, now understood as a thought collective, as based on the socio-academic conditions of its establishment, extent, and transformation. The historical-constitutive characteristics of the thought style which govern those areas are distinct in relation to theoretical framework, research procedures, central epistemological currents, undergraduate and graduate education of its members. In order to support such arguments those characteristics are illustrated, through data limited to the reality of graduate studies, in those areas, in a particular state, in this case, the state of Paraná. Thus, this text collaborates with the debate for the maintenance of the independence of those areas within CAPES, each contributing with its specificities, in addition to the inevitable nuances inherent to the development of human resources. |
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