Research Teaching: a turn towards epistemic pedagogical practices

Abstract

This article is a theoretical reflection that aims to make visible the traditional processes of teaching of scientific research that, attached to an instrumental tendency characterized by placing methodology and procedures as the axis of any investigative process, lead to the reproduction of productivity and instrumentalist visions that become paradoxical with respect to the innovative and transformative purposes that the social sciences assume as ideals of the research task. The objective is to show a profile of teaching and training in research as an epistemic-pedagogical practice, which leads us to a critical alternative that considers these processes as epistemic pedagogical practices that require a set of heterogeneous factors beyond the methodology. Is carried out a theoretical review of the conception of science and its dominant, instrumental and quantitative forms of evaluation, which leave aside the specific contexts and identities of the actors and groups involved in the development of science and in the teaching processes. In addition, we made a formulation of the fundamental aspects of criticism and contextualism that allow us to think about the pedagogy of research and its components, to develop a proposal, in terms of epistemic practices, of the research process, its teaching and interactions that works for the teaching and the knowledge generation process.