Epistemología de la política educativauna justificación teórica

Abstract

Education policy shares with the other sciences the fallible and valorative nature of its investigations. The fact that a prescriptive dimension with the inevitable presence of values with ideological implications is included in the field of the education policy, does not mean that its investigation must not be approached in a scientific way. From the new epistemologic approach that we propose, debtor of the critical approaches of the pragmatism as well as of a systemic and prescriptive conception of reality, education policy can be legitimated as a scientific perspective which is essential for the knowledge and understanding of the education systems and policies. The result will be the construction of a body of knowledge which is sensitive to uncertainty and complexity where cognitive, practical and evaluative fields of education interact in order to establish the rationality of educational aims.