Science in the fi eld of epistemology

Abstract

This article presents refl ections on what it means to do science within the scope of epistemology. It has as presuppositions an understanding of methodology as the critical knowledge of the paths of the scientifi c process, that questions and questions about its limits and possibilities. Epistemological research implies and composes the word that designates the concept, to then face the inevitable propositions of epistemology, which can be defi ned etymologically as rational discourse of science and is defi ned as that which philosophically seeks the term epistemology to designate sense well broad of general studies of the knowledge, speculative and scientifi c of the science, theology, philosophy, techniques, histories, organizations, and functions. To avoid vagueness and conceptual confusion it privileges analysis through the study of actions by performing an intensive examination in the epistemological historical process. In this context, it is refl ected on the problems involved in this type of research, and it resumes procedures that culminated with the predominance of the epistemological approach. In conclusion, the article proposes that today the most important thing is to produce an educational knowledge that, besides being useful, is explicitly a conception aiming at solidarity, conformity, and creativity in benefi t to the science of education.