Epistemological, methodological and praxeological bases of Psychopedagogy

Abstract

This Review article addresses the epistemological,methodological and praxeological bases of Psychopeda-gogy in Iberoamérica. This approach is carry out from a conceptual, relational, historical, contextual, situated and complex perspective. It assumes that any epistemological conception of what knowledge, knowledge, techniques and specific instruments of a discipline and/or profession are has its methodological correlate on how these epistemolo-gical species are constructed, produced and configured. It also considers the close relationship between Epistemology, Research Methodology and Praxeology that, as a pedagogical approach, promotes the development and training of indi-viduals and academic and professional communities based on practice and reflection. On the horizon of our analysis, we have a critical review of the literature on the epistemo-logical condition of Psychopedagogy in Iberoamérica, fromwhich we infer some methodological and praxeological assumptions that support it. From the phenomenological point of view, Psychopedagogy today in Ibero-America is present as a terrain and a conceptual and praxical plot that escapes the modern epistemological and methodological formalism. This strengthens the need to analyze, reflect and debate about the scientific and technical bases of a task whose borders are, in some Ibero-American nations, non-specific and tend to collide and overlap with other professional tasks and disciplinary constructions. Moreover, whose object is in the process of epochal reconfiguration in the passage from school learning and the ages of schooling to the subject (individual and collective) and it has situated learning processes at all ages of life.