The rupture with the category of totality and its main implications to the research in education
DOI:
https://doi.org/10.5007/2175-795X.2020.e65924Abstract
In the quest to overcome the Marxist and structuralist the so-called ‘post-modern agenda’, based on ontological relativism and on pragmatism epistemological. It has influenced the research in education to adhere to skepticism or a theoretical-methodological relativism that is concerning to the field of scientific knowledge. The rupture with the category of totality is one of the common aspects between the different approaches of the post-modern agenda, which is analyzed in this article. Based on bibliographic research and in the results of studies conducted by our research group, the main implications of this epistemological option to the scientific knowledge and to the field of social struggles. As a result, we focused on the meaning of the category of totality assumes in the dialectical and historical materialism and its importance in the construction of knowledge that surpasses the instrumental and utilitarian perspective of science.
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