Redescubrir el valor de la experiencia en la educación: mediante un quehacer investigativo sobre las prácticas
The starting point of this article is a reflective exercise guided by the following question: in what ways, and to what extent, is the notion of experience linked to praxis and, consequently, to praxeological research? In this sense, the “constituted space” of experience becomes the raw material of...
| Authors: | , |
|---|---|
| Format: | article |
| Publication Date: | 2025 |
| Country: | Perú |
| Institution: | Pontificia Universidad Católica del Perú |
| Repository: | PUCP-Institucional |
| Language: | Spanish |
| OAI Identifier: | oai:repositorio.pucp.edu.pe:20.500.14657/205009 |
| Online Access: | https://revistas.pucp.edu.pe/index.php/educacion/article/view/32220/28077 http://hdl.handle.net/20.500.14657/205009 https://doi.org/10.18800/educacion.202502.E001 |
| Access Level: | Open access |
| Keyword: | Education Reflection Experience Practice Research Educação Reflexão Experiência Prática Pesquisa https://purl.org/pe-repo/ocde/ford#5.03.00 |
| Summary: | The starting point of this article is a reflective exercise guided by the following question: in what ways, and to what extent, is the notion of experience linked to praxis and, consequently, to praxeological research? In this sense, the “constituted space” of experience becomes the raw material of all praxeological inquiry in education. To address this question, five analytical axes are considered: (1) the creative nature of experience; (2) experience as action and memory; (3) experience and action; (4) experience and narration; and (5) experience and research as a way of understanding “in complexity.” The conclusions suggest that praxeological research and reflection in education seek to apprehend lived human experience by integrating a diversity of perspectives. |
|---|