Para uma epistemologia da educação escolar

Abstract

This thesis aims to announce an epistemology of school education. Based on the assumption that the production of knowledge relates to the contexts and the subjects through which it is gaining meaning, it seeks to sustain the idea that the school, with its teachers, students and other actors, produces knowledge. In order to derive such assertion, it paths its way problematizing knowledge and its configuration in the domain of modern science to the discussion of the field of teachers' knowledge called the epistemology of practice. The ethnographic attitude is taken as the axis of the debate that has developed throughout its arguments, being itself result of the understanding on the production of knowledge that is presented in this thesis. The knowledge production of teachers in the school emerged as a fact for the academic-scientific universe from the realization of research that culminated in the concept of teacher knowledge, understood as knowledge produced and mobilized in the practice of the teacher and that are gaining each time legitimacy in the epistemology of practice, which seeks to understand them. However, in the arguments of this thesis are evidences of the production of knowledge in the school that extrapolate the limits and the circumscription that they are given to them by the teachers' knowledge and the epistemology of the practice. This production does not differ from the way of knowing with which it is read in the academy, but it shows effective conditions of construction of senses to the basic education and its subjects, contributing in a substantive way to the processes of teaching and learning. In taking this assertion as legitimate, the emergence is that studies with similar concerns are included in the school and understood as part of it, with their teachers and students in their processes of knowledge production