Class Educational Sciences Epistemology

The curricular unit encourages reflection on the construction, validation, and limits of knowledge in the Educational Sciences, fostering questioning of the methods, theories, and practices that inform educational research and intervention. It seeks to clarify key concepts such as science, truth, and method, and exposes students to the main epistemological debates, enabling critical analysis of educational knowledge and its scientific foundations. This subject is foundational and legitimising within the Master’s in Educational Sciences, as it provides students with the conceptual basis to understand, analyse, and critically renew educational practices and research processes in the field. It also allows future graduates to develop skills for the production and evaluation of scientific knowledge in education, becoming transformative agents in different pedagogical and research contexts.

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Introduction and Fundamental Concepts: Definition and scope of epistemology; Science, scientific knowledge and its characteristics; Differentiation between scientific knowledge, common sense and cultural knowledges. History and Evolution of Epistemology: Main historical and theoretical milestones in epistemology; Classical and contemporary scientific paradigms (positivism, interpretivism, constructivism). Epistemological Status of the Sciences of Education: Disciplinarity, multidisciplinarity, interdisciplinarity; Specific epistemological challenges in the field of education. Paradigms and Methods of Educational Research: Different paradigms and research methods; Validation and scientific rigour in educational research. Critical Reflections in the Epistemology of Education: Epistemological obstacles; Relationship between science, society and education; Ethical and social implications of knowledge production.

The methodology of this unit is inspired by flipped classroom theories, aiming to promote students’ active involvement in guiding learning activities. Rather than merely listening to the lecturer’s exposition, students are encouraged from the very beginning to engage in active and collaborative learning by commenting on the syllabus and resources through written assignments, which are presented orally and discussed in class. These assignments and their discussions are recorded as part of continuous assessment, evidenced in a portfolio. On this basis, students may choose not to take the test, or to sit the test to improve their grade.

Amado, J. (2011). Ciências da educação – Que estatuto epistemológico? Revista Portuguesa de Pedagogia, Extra-série, p. 45-55. Bachelard, G. (1977). Epistemologia. Edições 70. Boavida, J., & Amado, J. (2008). Ciências da Educação: Epistemologia, Identidade e Perspectivas (2.ª ed.). Imprensa da Universidade de Coimbra. Biesta, G. (2020). Educational research. An unorthodox introduction. Bloomsbury.  ________(2022). World-centred education. A view for the present. Routledge.   Coutinho, C. P. (2013). Metodologia de investigação em ciências sociais e humanas: Teoria e prática (2.ª ed.). Almedina.  Mialaret, G. (1998). As ciências da educação. Moraes Editora. Popper, K. (1992). Em busca de um mundo melhor. Fragmentos.