Estatuto científico de la Educación: Fundamentos de una ciencia transdisciplinar
Palabras clave:
Epistemología de la educación, ciencia de frontera, ciencia transdisciplinar, estatuto científico, formación humana, sistemas complejos
Resumen
El presente estudio plantea la posibilidad epistemológica de reconocer a la Educación como una ciencia autónoma, con objeto de estudio, método y corpus teórico propios, diferenciada de la Pedagogía, la Psicología Educativa, la Didáctica y las denominadas Ciencias de la Educación. El objetivo es examinar los fundamentos epistemológicos, teóricos y metodológicos que sustentan la comprensión de la Educación como ciencia transdisciplinaria emergente, a partir del análisis de la teoría de los sistemas complejos, la filosofía de la ciencia y la epistemología crítica latinoamericana, con el fin de proponer un estatuto científico propio para el campo educativo. Se desarrolló una revisión sistemática cualitativa, de alcance exploratorio-descriptivo, bajo enfoque hermenéutico-crítico y directrices PRISMA 2020, mediante búsquedas en Scopus y Web of Science, seleccionándose 42 estudios para síntesis cualitativa. El resultado principal evidencia que la Educación posee un objeto irreductible —la formación humana situada histórica, cultural, axiológica y subjetivamente—, además de pluralismo metodológico, normatividad constitutiva y producción conceptual propia. Se concluye que la Educación puede ser reconocida como ciencia de frontera o ciencia confín, capaz de articular saberes diversos sin perder identidad epistemológica en el conocimiento contemporáneo.
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Allinson, M., & Mahon, K. (2022). Modelling transdisciplinary pedagogy: A method for collaborative curriculum design. Journal of University Teaching & Learning Practice, 19(3), Article 4. https://doi.org/10.53761/1.19.3.04
Apple, M. (2004). Ideology and curriculum (3rd ed.). RoutledgeFalmer.
Ausubel, D. (1963). The psychology of meaningful verbal learning. Grune & Stratton.
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Bazzul, J., & Kayumova, S. (2016). Toward a social ontology for science education: Introducing Deleuze and Guattari's assemblages. Educational Philosophy and Theory, 48(3), 284–299. https://doi.org/10.1080/00131857.2015.1013016
Benner, D. (2010). Allgemeine Pädagogik: Eine systematisch-problemgeschichtliche Einführung in die Grundstruktur pädagogischen Denkens und Handelns (7. Aufl.). Juventa.
Bernstein, B. (1971). On the classification and framing of educational knowledge. In Class, codes and control: Vol. 3. Towards a theory of educational transmissions (pp. 202–230). Routledge & Kegan Paul. https://doi.org/10.4324/9780203011430
Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157–173. https://doi.org/10.1080/01425699995380
Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. Taylor & Francis.
Biesta, G. (2010). Good education in an age of measurement: Ethics, politics, democracy. Paradigm Publishers.
Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/10.1111/ejed.12109
Biesta, G., Allan, J., & Edwards, R. (Eds.). (2014). Making a difference in theory: The theory question in education and the education question in theory. Routledge.
Bourdieu, P. (1972). Esquisse d'une théorie de la pratique. Droz.
Bourdieu, P., & Passeron, J.-C. (1970). La reproduction: Éléments pour une théorie du système d'enseignement. Minuit.
Carr, W. (2006). Education without theory. British Journal of Educational Studies, 54(2), 136–159. https://doi.org/10.1111/j.1467-8527.2006.00344.x
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Falmer Press.
Chevallard, Y. (1991). La transposition didactique: Du savoir savant au savoir enseigné (2e éd.). La Pensée Sauvage.
Creswell, J., & Plano Clark, V. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE.
De Sousa Santos, B. (2009). Una epistemología del Sur: La reinvención del conocimiento y la emancipación social. CLACSO / Siglo XXI.
Debesse, M., & Mialaret, G. (Eds.). (1969). Traité des sciences pédagogiques: Vol. 1. Introduction. Presses Universitaires de France.
Dewey, J. (1938). Experience and education. Macmillan.
Díaz Barriga, Á. (2009). Pensar la didáctica. Amorrortu.
Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119–161). Macmillan.
Feyerabend, P. (1975). Against method: Outline of an anarchistic theory of knowledge. New Left Books.
Flitner, W. (1966). Das Selbstverständnis der Erziehungswissenschaft in der Gegenwart. Quelle & Meyer.
Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Cambridge University Press.
Furlong, J., & Lawn, M. (Eds.). (2011). Disciplines of education: Their role in the future of education research. Routledge.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. SAGE.
Goodson, I. (1988). The making of curriculum: Collected essays. Falmer Press.
Herbart, J. (1806). Allgemeine Pädagogik, aus dem Zweck der Erziehung abgeleitet. Röwer.
Hirst, P. (1974). Knowledge and the curriculum: A collection of philosophical papers. Routledge & Kegan Paul.
Hirst, P., & Peters, R. (1970). The logic of education. Routledge & Kegan Paul.
Hordern, J. (2017). Bernstein's sociology of knowledge and education(al) studies. In G. Whitty & J. Furlong (Eds.), Knowledge and the study of education: An international exploration (pp. 191–210). Symposium. https://doi.org/10.15730/books.100
Jackson, P. (1968). Life in classrooms. Holt, Rinehart and Winston.
Kuhn, T. (1962). The structure of scientific revolutions. University of Chicago Press.
Lakatos, I. (1978). The methodology of scientific research programmes. Cambridge University Press.
Liu, W., Li, X., & Li, G. (2025). The contributions of philosophy of science in science education research: A literature review. Science & Education, 34, 1203–1222. https://doi.org/10.1007/s11191-023-00485-w
Loayza, E. (2020). La investigación cualitativa en Ciencias Humanas y Educación. Criterios para elaborar artículos científicos. Educare et Comunicare, 8(2), 56-66. https://doi.org/10.35383/educare.v8i2.536
Mateescu, B. (2015). Transdisciplinary education and human micro universe decipherment – The key to universal knowledge. Procedia-Social and Behavioral Sciences, 187, 581–585. https://doi.org/10.1016/j.sbspro.2015.04.480
Mialaret, G. (1976). Les sciences de l'éducation. Presses Universitaires de France.
Morin, E. (1999). Los siete saberes necesarios para la educación del futuro. UNESCO.
Mylonakou-Keke, I. (2015). The emergence of "Syn-epistemic wholeness" from dialectic synergy of disciplines: A transdisciplinary social pedagogic model. Creative Education, 6(17), 1844–1858. https://doi.org/10.4236/ce.2015.617169
National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. The National Academies Press. https://doi.org/10.17226/13362
Nicolescu, B. (1997). The transdisciplinary evolution of learning. In Proceedings of the International Congress on What University for Tomorrow? Towards a transdisciplinary evolution of the university (pp. 1–11). Locarno, Switzerland. http://www.learndev.org/dl/nicolescu_f.pdf
Nicolescu, B. (2002). Manifesto of transdisciplinarity. State University of New York Press.
Nicolescu, B. (2005). Towards transdisciplinary education. Journal for Transdisciplinary Research in Southern Africa, 1(1), a300. https://doi.org/10.4102/td.v1i1.300
Nicolescu, B. (2014). From modernity to cosmodernity: Science, culture, and spirituality. State University of New York Press.
Norambuena-Meléndez, M., Guerrero, G., & González-Weil, C. (2023). What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile. Cultural Studies of Science Education, 18, 937–958. https://doi.org/10.1007/s11422-023-10190-3
Peters, R. (1966). Ethics and education. George Allen & Unwin.
Rodriguez, M. (2024). Implicaciones en la educación hoy de la tríada: Transepistemes, decolonialidad y complejidad. Conhecimento & Diversidade, 16(44), 573–600. https://doi.org/10.18316/rcd.v16i44.12262
Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Shindaulova, R. (2022). Noohumanism as a new worldview paradigm of the 21st century. Philosophy and Cosmology, 28, 107–117. https://doi.org/10.29202/phil-cosm/28/9
Singer, S., Nielsen, N., & Schweingruber, H. (Eds.). (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. The National Academies Press. https://doi.org/10.17226/13362
Stokols, D., Hall, K., & Vogel, A. (2013). Preparing emerging doctoral scholars for transdisciplinary research: A developmental approach. Journal of Transdisciplinary Research, 4(1), 1–22. https://doi.org/10.4102/td.v4i1.131
Vygotski, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. (Original work published 1930–1934)
Zemelman, H. (1992). Los horizontes de la razón: Vol. 1. Dialéctica y apropiación del presente. Anthropos / El Colegio de México.
Zhang, H., Chen, L., & Yang, Z. (2024). Research on the structure of disciplinary knowledge systems from the perspective of a knowledge behavior strategy. Systems, 12(12), Article 579. https://doi.org/10.3390/systems12120579
Apple, M. (2004). Ideology and curriculum (3rd ed.). RoutledgeFalmer.
Ausubel, D. (1963). The psychology of meaningful verbal learning. Grune & Stratton.
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Bazzul, J., & Kayumova, S. (2016). Toward a social ontology for science education: Introducing Deleuze and Guattari's assemblages. Educational Philosophy and Theory, 48(3), 284–299. https://doi.org/10.1080/00131857.2015.1013016
Benner, D. (2010). Allgemeine Pädagogik: Eine systematisch-problemgeschichtliche Einführung in die Grundstruktur pädagogischen Denkens und Handelns (7. Aufl.). Juventa.
Bernstein, B. (1971). On the classification and framing of educational knowledge. In Class, codes and control: Vol. 3. Towards a theory of educational transmissions (pp. 202–230). Routledge & Kegan Paul. https://doi.org/10.4324/9780203011430
Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157–173. https://doi.org/10.1080/01425699995380
Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. Taylor & Francis.
Biesta, G. (2010). Good education in an age of measurement: Ethics, politics, democracy. Paradigm Publishers.
Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/10.1111/ejed.12109
Biesta, G., Allan, J., & Edwards, R. (Eds.). (2014). Making a difference in theory: The theory question in education and the education question in theory. Routledge.
Bourdieu, P. (1972). Esquisse d'une théorie de la pratique. Droz.
Bourdieu, P., & Passeron, J.-C. (1970). La reproduction: Éléments pour une théorie du système d'enseignement. Minuit.
Carr, W. (2006). Education without theory. British Journal of Educational Studies, 54(2), 136–159. https://doi.org/10.1111/j.1467-8527.2006.00344.x
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Falmer Press.
Chevallard, Y. (1991). La transposition didactique: Du savoir savant au savoir enseigné (2e éd.). La Pensée Sauvage.
Creswell, J., & Plano Clark, V. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE.
De Sousa Santos, B. (2009). Una epistemología del Sur: La reinvención del conocimiento y la emancipación social. CLACSO / Siglo XXI.
Debesse, M., & Mialaret, G. (Eds.). (1969). Traité des sciences pédagogiques: Vol. 1. Introduction. Presses Universitaires de France.
Dewey, J. (1938). Experience and education. Macmillan.
Díaz Barriga, Á. (2009). Pensar la didáctica. Amorrortu.
Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119–161). Macmillan.
Feyerabend, P. (1975). Against method: Outline of an anarchistic theory of knowledge. New Left Books.
Flitner, W. (1966). Das Selbstverständnis der Erziehungswissenschaft in der Gegenwart. Quelle & Meyer.
Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Cambridge University Press.
Furlong, J., & Lawn, M. (Eds.). (2011). Disciplines of education: Their role in the future of education research. Routledge.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. SAGE.
Goodson, I. (1988). The making of curriculum: Collected essays. Falmer Press.
Herbart, J. (1806). Allgemeine Pädagogik, aus dem Zweck der Erziehung abgeleitet. Röwer.
Hirst, P. (1974). Knowledge and the curriculum: A collection of philosophical papers. Routledge & Kegan Paul.
Hirst, P., & Peters, R. (1970). The logic of education. Routledge & Kegan Paul.
Hordern, J. (2017). Bernstein's sociology of knowledge and education(al) studies. In G. Whitty & J. Furlong (Eds.), Knowledge and the study of education: An international exploration (pp. 191–210). Symposium. https://doi.org/10.15730/books.100
Jackson, P. (1968). Life in classrooms. Holt, Rinehart and Winston.
Kuhn, T. (1962). The structure of scientific revolutions. University of Chicago Press.
Lakatos, I. (1978). The methodology of scientific research programmes. Cambridge University Press.
Liu, W., Li, X., & Li, G. (2025). The contributions of philosophy of science in science education research: A literature review. Science & Education, 34, 1203–1222. https://doi.org/10.1007/s11191-023-00485-w
Loayza, E. (2020). La investigación cualitativa en Ciencias Humanas y Educación. Criterios para elaborar artículos científicos. Educare et Comunicare, 8(2), 56-66. https://doi.org/10.35383/educare.v8i2.536
Mateescu, B. (2015). Transdisciplinary education and human micro universe decipherment – The key to universal knowledge. Procedia-Social and Behavioral Sciences, 187, 581–585. https://doi.org/10.1016/j.sbspro.2015.04.480
Mialaret, G. (1976). Les sciences de l'éducation. Presses Universitaires de France.
Morin, E. (1999). Los siete saberes necesarios para la educación del futuro. UNESCO.
Mylonakou-Keke, I. (2015). The emergence of "Syn-epistemic wholeness" from dialectic synergy of disciplines: A transdisciplinary social pedagogic model. Creative Education, 6(17), 1844–1858. https://doi.org/10.4236/ce.2015.617169
National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. The National Academies Press. https://doi.org/10.17226/13362
Nicolescu, B. (1997). The transdisciplinary evolution of learning. In Proceedings of the International Congress on What University for Tomorrow? Towards a transdisciplinary evolution of the university (pp. 1–11). Locarno, Switzerland. http://www.learndev.org/dl/nicolescu_f.pdf
Nicolescu, B. (2002). Manifesto of transdisciplinarity. State University of New York Press.
Nicolescu, B. (2005). Towards transdisciplinary education. Journal for Transdisciplinary Research in Southern Africa, 1(1), a300. https://doi.org/10.4102/td.v1i1.300
Nicolescu, B. (2014). From modernity to cosmodernity: Science, culture, and spirituality. State University of New York Press.
Norambuena-Meléndez, M., Guerrero, G., & González-Weil, C. (2023). What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile. Cultural Studies of Science Education, 18, 937–958. https://doi.org/10.1007/s11422-023-10190-3
Peters, R. (1966). Ethics and education. George Allen & Unwin.
Rodriguez, M. (2024). Implicaciones en la educación hoy de la tríada: Transepistemes, decolonialidad y complejidad. Conhecimento & Diversidade, 16(44), 573–600. https://doi.org/10.18316/rcd.v16i44.12262
Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Shindaulova, R. (2022). Noohumanism as a new worldview paradigm of the 21st century. Philosophy and Cosmology, 28, 107–117. https://doi.org/10.29202/phil-cosm/28/9
Singer, S., Nielsen, N., & Schweingruber, H. (Eds.). (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. The National Academies Press. https://doi.org/10.17226/13362
Stokols, D., Hall, K., & Vogel, A. (2013). Preparing emerging doctoral scholars for transdisciplinary research: A developmental approach. Journal of Transdisciplinary Research, 4(1), 1–22. https://doi.org/10.4102/td.v4i1.131
Vygotski, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. (Original work published 1930–1934)
Zemelman, H. (1992). Los horizontes de la razón: Vol. 1. Dialéctica y apropiación del presente. Anthropos / El Colegio de México.
Zhang, H., Chen, L., & Yang, Z. (2024). Research on the structure of disciplinary knowledge systems from the perspective of a knowledge behavior strategy. Systems, 12(12), Article 579. https://doi.org/10.3390/systems12120579
Publicado
2026-06-28
Cómo citar
Loayza Maturrano, E. F. (2026). Estatuto científico de la Educación: Fundamentos de una ciencia transdisciplinar. EDUCARE ET COMUNICARE Revista De investigación De La Facultad De Humanidades, 14(1), 39-52. https://doi.org/10.35383/educare.v14i1.1484
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Derechos de autor 2026 Edward Faustino Loayza Maturrano
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
Los autores conservan los derechos de autor.
Esta obra está bajo una licencia internacional Creative Commons Attribution 4.0.
Los artículos publicados por la revista científica "Educare Et Comunicare" de la Facultad de Humanidades de la Universidad Católica Santo Toribio de Mogrovejo, Chiclayo, Perú están sujetos a una licencia internacional Creative Commons Attribution CC BY 4.0
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