Popular Education and Public Science: discussing alternatives to the dialogue of knowledge
Journal Title: Práxis Educativa - Year 2019, Vol 14, Issue 1
Abstract
This theoretical essay defends a dialogue between scientific knowledge and popular knowledge. The meaning of science is broadened in order to bring it closer to the social sphere and it introduces the foundations of Modern Science as well as paradigm concept. It warns to the provisional character of scientific truths and about the necessary opening of science to a multiplicity of knowledge which it rejects. In order to account for the proposed thematic overlap, the text uses a very diversified theoretical reference that links authors who are dedicated to epistemology, philosophy of science, sociology of science and Education, more specifically Popular Education. It suggests the dialogue as the founding element of an open, public, inclusive science that seeks, permanently, to establish a connection between the knowledge it produces and society.
Authors and Affiliations
Rodrigo Avila Colla
Keywords
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- EP ID EP480533
- DOI 10.5212/PraxEduc.v.14n1.013
- Views 108
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