Class Epistemology Of Social Sciences

The Social Sciences Epistemology course focuses on the foundations and processes of scientific knowledge production, with particular emphasis on the Social Sciences and Psychology. It addresses issues concerning the nature and construction of knowledge, the relationship between subject and object, the main epistemological paradigms, and the criteria of scientificity, validity, and rigour. Within the study programme, the course provides conceptual frameworks that enable students to understand and critically examine different forms of knowledge production, identify the assumptions underlying theories and research approaches, and critically analyse their implications. It thus contributes to the development of critical and reflective thinking and to an understanding of the relationship between epistemological choices, research problems, and methodological decisions, fostering rigorous and well-grounded scientific education.

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CP1. Foundations of the Epistemology of the Social Sciences Concept, object, and problems of Epistemology. Possibility, sources, and nature of knowledge: scepticism/dogmatism; empiricism/rationalism; realism/idealism. Relationships between epistemology, ontology, and methodology. CP2. Positivism and Critical Rationalism Positivism: Comte and Durkheim. Logical positivism and the Vienna Circle. Popper: demarcation and falsifiability. CP3. Epistemological Traditions Phenomenology: Husserl and Schutz. Hermeneutics: Schleiermacher and Dilthey. Structuralism: Lévi-Strauss. Kuhn: paradigms and scientific revolutions. CP4. Contemporary Perspectives Foucault: discourse, power, and knowledge. Morin: complexity and knowledge. Epistemological implications for Psychology and Sociology.

The CU articulates methodologies that promote critical reflection, independent thinking, and the consolidation of epistemological knowledge. Interactive lectures and the analysis of fundamental texts support theoretical understanding. Group discussions and seminars encourage the confrontation between paradigms and argumentative thinking. Problem solving and case studies apply theory to investigative practice. The production of summaries, concept maps, and oral presentations develops communication and knowledge organization skills. Continuous formative feedback and tutoring reinforce self-regulation of learning and academic success. These methodologies align with the pedagogical model by promoting active, collaborative, reflective, and student-centered learning.

Ashton, N. A., Kusch, M., McKenna, R., & Sodoma, K. A. (Eds.). (2022). Social epistemology and relativism. Routledge. Benton, T., & Craib, I. (2023). Philosophy of social science: The philosophical foundations of social thought (3rd ed.). Bloomsbury Academic. Foucault, M. (2008). A arqueologia do saber (7.ª ed.). Forense Universitária. Grayling, A. C. (2021). As fronteiras do conhecimento: O que sabemos e o que não sabemos. Edições 70. Kuhn, T. S. (2021). A estrutura das revoluções científicas. Guerra & Paz. Lackey, J., & McGlynn, A. (Eds.). (2025). The Oxford handbook of social epistemology. Oxford University Press. Morin, E. (2008). Introdução ao pensamento complexo (5.ª ed.). Instituto Piaget. Popper, K. R. (2018). Conjeturas e refutações. Edições 70. Santos, B. de S. (2006). Um discurso sobre as ciências (15.ª ed.). Afrontamento. Schutz, A. (1972). The phenomenology of the social world. Northwestern University Press.