ON THE EPISTEMIC AND METHODOLOGICAL DEFICIT OF PSYCHOPEDAGOGY: NOTES FOR RECONFIGURATION

Abstract

The present work analyzes the methodological and epistemological deficit that intersects the field of psychopedagogical production. The lack of clarity about its object and method, explain a set of significant repercussions in the training of its professionals, product of the fragmentation and the exclusionary systems of the disciplines. According to the epistemological contextualism of the Psychopedagogy, it is possible to affirm that, as such, there is no consolidated psychopedagogical theory, but a set of theorizations, formally or not, organized that address specific aspects of its object of study. Rather, we observe a set of complex influences, methods, objects, intellectual commitments, territories of analysis, concepts that travel and are mobilized by a wide heterogeneity of fields and disciplines, significantly increasing the traffic of information. The present work explores the conditions of production of Psychopedagogy. It should be noted that his epistemological understanding transcends the inherited dominant epistemological structures, rather, it constitutes a field of epistemic divergence, emphasizing the set of conditions that create and guarantee his knowledge.