Publication: Ideología y pedagogía empírica:
cuestiones para un debate
Authors
Miguel Díaz, Mario de
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.33.2. 226611
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info:eu-repo/semantics/article
Description
Abstract
Los investigadores empíricos en educación también tenemos la obligación de “hacer pedagogía”
explicando de manera comprensible lo que hacemos, como lo hacemos y, sobre todo,
para qué. Durante los últimos años constatamos la tendencia a sustituir la lógica propia de la
investigación educativa –conocer/decidir/mejorar– por otra orientada primordialmente hacia la
publicación de trabajos en revistas con reconocidos índices de impacto. Con este estudio pretendemos
efectuar una reflexión sobre algunas de las debilidades conceptuales y metodológicas que
presentan muchos de los trabajos empíricos realizados en el campo de la educación que pueden
generar resultados poco creíbles e interpretaciones sesgadas de los mismos. En definitiva, efectuar
una llamada de atención para que la ideología e intereses académicos de los investigadores
no prevalezcan sobre los fundamentos epistemológicos, metodológicos y éticos que deben regir
todo trabajo sobre pedagogía empírica.
As empirical researchers in education, we must also use pedagogy in order to explain what we do and how we do it, in a clear and understandable manner, and most importantly, why we do it. In recent years we verified the tendency to replace the logic of educational research - know / decide / improvement – with another one primarily oriented toward publishing papers in high impact journals. With this study we aim to make a reflection on some of the conceptual and methodological weaknesses many of the empirical studies in the field of education have, that can generate implausible results and biased interpretations. Ultimately, it is about making a wake-up call to researchers, so that their ideology and academic interest do not prevail over the epistemological, methodological and ethical principles that should govern all empirical work on pedagogy.
As empirical researchers in education, we must also use pedagogy in order to explain what we do and how we do it, in a clear and understandable manner, and most importantly, why we do it. In recent years we verified the tendency to replace the logic of educational research - know / decide / improvement – with another one primarily oriented toward publishing papers in high impact journals. With this study we aim to make a reflection on some of the conceptual and methodological weaknesses many of the empirical studies in the field of education have, that can generate implausible results and biased interpretations. Ultimately, it is about making a wake-up call to researchers, so that their ideology and academic interest do not prevail over the epistemological, methodological and ethical principles that should govern all empirical work on pedagogy.
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Revisión crítica de estudios empíricos , Problemas teóricos y metodológicos , Responsabilidad ética del investigador , Ideología e investigación empírica , Critical review of empirical studies , Theoretical and methodological problems , Ethical accountability of researcher , Ideology and empirical research
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