Formación en investigación pedagógica desde metodologías emergentes. Inferencias epistémicas en perspectiva pedagógico-crítica

Training in pedagogical research is embedded in epistemological and methodological dialectics that are torn between the homogenization of pedagogical knowledge and its dialogical and reflexive construction. This conjuncture covers the semi-formative tensions (habbildung) in which this formation falls to praxis that articulate the reflexivity underlying the pedagogical practice and its understanding as a place of inquiry and resignification of this knowledge. For its solution, the article appropriates emerging methodologies (collective reconstruction of memory and community museums) as a counterhegemonic response to the instrumentalization of the educational task in pedagogical research in order to protect the emergence of praxis of the same nature that grant new semantics to the pedagogical practice from the subjects and realities together with the opportunities it offers for its intellectual, socio-political and historical emancipation. From a pedagogical episteme whose conceptual substratum is in the critical theory of the Schools of Budapest and Frankfurt, the text legitimizes training in pedagogical research in the same perspective. Considering that their point of departure and arrival is the tension between the pedagogical scenario, its agents and the technocratic disputes that address it, points out the need to address these research methodologies from the pedagogical communities and their socio-political interests to advance the research and pedagogical knowledge and its plurality contrasted to the univocality of the positivist paradigm of science, research and the production of knowledge.