Resumo

RICCI, Cristina Rafaela. EL SISTEMA DE FORMACIÓN DOCENTE Y LA PRODUCCIÓN, RELEVANCIA, VALIDACIÓN Y LEGITIMACIÓN DEL CONOCIMIENTO: ALGUNAS DIMENSIONES PARA ABORDAR UNA AGENDA AÚN PENDIENTE . Rev. Esc. Cienc. Educ. [online]. 2017, vol.2, n.12, pp.67-86. ISSN 1851-6297.

To analyze how, where, who and through which procedures is knowledge produced by the Institutes of Higher Education (IHE) validated, legitimized and communicated, requires thinking beyond the classical contexts of discovery and justification, and even go beyond the modern conception of science. In this sense, I argue that the epistemological and methodological proposals of the inherited conception from modernity are not the most adequate to give scientific status to the productions of the IHE. Thus, at least two dimensions arise to consider when addressing some key questions that the teacher training system must assume as part of its agenda: a political-educational dimension and another epistemological and methodological. So from what epistemological and methodological perspectives should the research undertaken in the IES be analyzed? Why is it that to the present time knowledge and what is known produced in the Higher Teacher Training Institutes (HTTI) are not recognized as such? Validation, legitimization and relevance of the knowledge produced by the IHE / HTTI, how, who and what for are they established? Reflecting on this can contribute to the production of knowledge and what is known constitutes an identifying feature of the System of Teacher Education.

Palavras-chave : Production/relevance; Validation; Legitimization; Knowledge; System of Teacher Education.

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