Acceso usuarios
En la década de los setenta se crean en nuestro país las Facultades de Ciencias de la Educación -más conocidas como "de Pedagogía", cuya finalidad no será proporcionar la correspondiente formación pedagógica a quienes vayan a ser profesores en los diferentes niveles educativos, sino producir un genero de especialistas que, en principio, no se dedicará a la docencia. Analizar críticamente el discurso con el que los más destacados representantes de dichas Facultades tratan de justificar su peculiar función es el objetivo de este trabajo. Y más concretamente, mostrar cómo argumentaciones que resultan insostenibles desde una perspectiva gnoseológica, adquieren sentido al ser abordadas desde un punto de vista sociológico. Al hilo de todo ello realizamos unas breves consideraciones acerca de las implicaciones que conlleva el mencionado discurso de cara a la formación del profesorado.
The Faculties of Educational Sciences, most widespread know as "of Pedagogy, were founded in Spain in the middle of the seventies. Their aim, unlike what happens in other western countries, is not to provide for the corresponding pedagogic background to future teachers at different educational levels, but to produce a type of specialist that will not devote themselves to teaching in principle. Bearing the above mentioned into account, this article analyzes the discourse on the relation between educational theory and practice with which the most outstanding representatives of the said Faculties attempt at justifying the role they perform. Their objective is to show how the basically instrumental or technological characterization of the tasks carried out by the scientists of education is untenable from the gnoseological point of view. Nevertheless, this position is justifiable from a sociological perspective, that is to say that it attempts the defence en the institutional position that adopt the members of the said profession.
