Pesquisa educacional e pedagogía:: un desafío político epistemológico

I will put forward some concerns and considerations about the relationship between Pedagogy and Educational Research from my point of view as pedagogue. The route I intend to follow will have as a kick-off mi vision of what happened with Pedagogy in our history, to continue by focusing on what I consider our present political-epistemological challenge. I will suggest some focal points for the reconstruction of Pedagogy as from Educational Research, centered in the appreciation of the necessary subjects of the action, the core of possible problematization in the field, the dynamics of the theory-empirics in this context and some theoretical anchor points that guide and underpin this view. Then, I will describe, succinctly, some modalities of our praxis, as an empirical reference of what we promote. Finally, I will proclaim the right to authorization, both techno-bureaucratic and academic, as condition to make the liberty of thought possible, without which it will fall short of sense.I will put forward some concerns and considerations about the relationship between Pedagogy and Educational Research from my point of view as a pedagogue. The route I intend to follow will have as a kick-off my vision of what happened with Pedagogy in our history, to continue by focusing on what I consider our present political-epistemological challenge. I will suggest some focal points for the reconstruction of Pedagogy as from Educational Research, centered in the appreciation of the necessary subjects of the action, the core of possible problematization in the field, the dynamics of the theory-empirics in this context and some theoretical anchor points that guide and underpin this view. Then, I will describe, succinctly, some modalities of our praxis, as an empirical reference of what we promote. Finally, I will proclaim the right to authorization, both techno-bureaucratic and academic, as a condition to make the liberty of thought possible, without which it will fall short of sense.Apresentaremos neste artigo algumas inquietações e considerações sobre esse tema a partir de nossa condição de pedagogos. O percurso que propomos realizar terá inicialmente a visão do que aconteceu com a pedagogia em nossa história, para depois passar o foco em o que consideramos nosso atual desafio político-epistemológico. Vamos sugerir alguns eixos para a reconstrução da pedagogia, a partir da pesquisa educacional, voltados para o reconhecimento dos sujeitos necessários da ação, os núcleos de problematizações possíveis no campo, a dinâmica da relação teoriaempírica nesse contexto e algumas âncoras teóricas que orientam e fundamentam esta visão. Em seguida, descreveremos brevemente algumas modalidades de nossa práxis, como referência empírica do que promovemos. Finalmente, argumentamos que a perspectiva dos educadores na construção do conhecimento válido e legítimo, capaz de enriquecer as dimensões metodológicas e conceituais da educação, é condição necessária para uma transformação democrática do campo, que os desafia a partir da liberdade de pensamento, como requisito necessário para a criação