Foundational Elements for a Theory of Knowledge in the Transformation of Educational Ethos

Abstract

The purpose of this heuristic note is to approximate some theoretical elements of the social sciences focused on the educational sciences for their categorical construction and the transformation of places of enunciation. Unavoidably, according to the argumentative reflection, foundations emerge from the multifaceted views of theorists and authors in the evolution of structuring findings with their discursivities and praxeologies in the knowledge-power relationship underlying meaning / production devices and conceptual resignification within the planes. epistemological, hermeneutical and ontological; At the same time, other demarcation of relational categories is approached, such as: praxis, conscience, freedom, liberation, symbolic, subject, subjectivity,
community, immunity, in short, that support and interpret the multifaceted philosophical views of the object of social research in both subject subject to its subjectivity and recurrent problematization. In this effort, by locating in the underlying structures of the dynamic social intersubjectivities that become social subjects from their meanings, representations and ideas, it is intended to give force to theories, constructs, epistemic constructions
that mold the other responses to the social, educational, ethos. political that in turn, as a hermeneutical possibility, opens the recovery of the world-life, a liberating axiology as possible teleology. Keywords: Theory, construct, category, epistemology, metaphysics, ontology.