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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| Autores principales: | , |
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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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| Sumario: | 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. |
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