PhD in Psychopedagogy: The Context of Knowledge Production in Postgraduate Theses
This work analyzes, from an interpretive approach, the context of academic knowledge production in Psychopedagogy, based on the documentary analysis of eleven (11) doctoral theses. Previous analysis categories were established: Research training; motives and expectations that inspired the beginning...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Católica de Córdoba. Facultad de Educación
2024
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| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5689 |
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I38-R392-article-56892025-08-04T21:54:27Z PhD in Psychopedagogy: The Context of Knowledge Production in Postgraduate Theses Doctorado en Psicopedagogía: el contexto de producción de conocimientos en las tesis de posgrado Facciola , Mariana Petric , Natalia research, thesis, knowledge, postgraduate studies investigación, tesis, conocimiento, estudios de postgrado This work analyzes, from an interpretive approach, the context of academic knowledge production in Psychopedagogy, based on the documentary analysis of eleven (11) doctoral theses. Previous analysis categories were established: Research training; motives and expectations that inspired the beginning of the doctoral career; training on disciplinary aspects from which research ideas emerge. For this analysis, two instruments were constructed: a self-administered questionnaire and a documentary observation guide. The results allowed us to identify emerging categories, such as: factual object of research, new epistemic models, predominant fields, and operational themes, aimed at improving professional intervention. It is concluded that the doctoral trajectories were of bifurcation and crowning, with little training in research, and that the works fulfill the purpose of producing knowledge that responds to professional practices, from a predominantly neopositivist epistemology, with a breadth of epistemic frameworks. En este trabajo, se analiza, desde un enfoque interpretativo, el contexto de producción de conocimiento académico en Psicopedagogía, a partir del análisis documental de once (11) tesis de doctorado. Se constituyeron categorías de análisis previas: Formación en investigación; motivos y expectativas que inspiraron el inicio de la carrera de doctorado; formación sobre aspectos disciplinares desde donde emergen las ideas de investigación. Para dicho análisis, se construyeron dos instrumentos: un cuestionario autoadministrado y una guía de observación documental. Los resultados permitieron identificar categorías emergentes, tales como: objeto fáctico de investigación, nuevos modelos epistémicos, campos predominantes y temáticas operativas orientadas a mejorar la intervención profesional. Se concluye que las trayectorias de doctorado fueron de bifurcación y coronación, con escasa formación en investigación y que los trabajos cumplen con el propósito de producir conocimiento que dé respuesta a las prácticas profesionales, desde una epistemología predominantemente neopositivista, con amplitud de marcos epistémicos. Universidad Católica de Córdoba. Facultad de Educación 2024-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5689 10.22529/dp.2024.22(44)07 Diálogos Pedagógicos; Vol. 22 Núm. 44 (2024): octubre 2024 - marzo 2025; 92-107 2524-9274 1667-2003 10.22529/dp.2024.22(44) spa https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5689/7653 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5689/7654 Derechos de autor 2024 Mariana Facciola , Natalia Petric https://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Católica de Córdoba |
| institution_str |
I-38 |
| repository_str |
R-392 |
| container_title_str |
Diálogos pedagógicos |
| language |
Español |
| format |
Artículo revista |
| topic |
research, thesis, knowledge, postgraduate studies investigación, tesis, conocimiento, estudios de postgrado |
| spellingShingle |
research, thesis, knowledge, postgraduate studies investigación, tesis, conocimiento, estudios de postgrado Facciola , Mariana Petric , Natalia PhD in Psychopedagogy: The Context of Knowledge Production in Postgraduate Theses |
| topic_facet |
research, thesis, knowledge, postgraduate studies investigación, tesis, conocimiento, estudios de postgrado |
| author |
Facciola , Mariana Petric , Natalia |
| author_facet |
Facciola , Mariana Petric , Natalia |
| author_sort |
Facciola , Mariana |
| title |
PhD in Psychopedagogy: The Context of Knowledge Production in Postgraduate Theses |
| title_short |
PhD in Psychopedagogy: The Context of Knowledge Production in Postgraduate Theses |
| title_full |
PhD in Psychopedagogy: The Context of Knowledge Production in Postgraduate Theses |
| title_fullStr |
PhD in Psychopedagogy: The Context of Knowledge Production in Postgraduate Theses |
| title_full_unstemmed |
PhD in Psychopedagogy: The Context of Knowledge Production in Postgraduate Theses |
| title_sort |
phd in psychopedagogy: the context of knowledge production in postgraduate theses |
| description |
This work analyzes, from an interpretive approach, the context of academic knowledge production in Psychopedagogy, based on the documentary analysis of eleven (11) doctoral theses. Previous analysis categories were established: Research training; motives and expectations that inspired the beginning of the doctoral career; training on disciplinary aspects from which research ideas emerge. For this analysis, two instruments were constructed: a self-administered questionnaire and a documentary observation guide. The results allowed us to identify emerging categories, such as: factual object of research, new epistemic models, predominant fields, and operational themes, aimed at improving professional intervention. It is concluded that the doctoral trajectories were of bifurcation and crowning, with little training in research, and that the works fulfill the purpose of producing knowledge that responds to professional practices, from a predominantly neopositivist epistemology, with a breadth of epistemic frameworks. |
| publisher |
Universidad Católica de Córdoba. Facultad de Educación |
| publishDate |
2024 |
| url |
https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5689 |
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