EPISTEMOLOGICAL ANALYSIS FOR THE UNDERSTANDING OF PROCESSES OF LEARNING

Abstract

This article presents a perspective of epistemological analysis for the understanding of operational learning and human formation processes in modern productive and service organizations and, from a constructivist meta-theoretical foundation, examines their validity to improve the action that their members perform to achieve your goals and objectives. At the same time, it questions the current form of training focused on instrumental technical logic based on a logical-empiricist pedagogical epistemology. In the case of a design proposal for a socio-educational model as explained above, it necessarily introduces itself into the development of conversations around knowledge and ways of acquiring it, a theme that in the current development of the philosophy of communicative action and of the cognitive sciences active activities are the object of discrepancies and controversies in the field of pedagogy. Therefore, the justification for designing a model inevitably leads us to enter the epistemological perspective that underlies it. In this way, the theoretical framework will be an attempt to establish the constructivist epistemological position that we will develop in the understanding of the organizational learning process, in order to place the article in the context of a psychopedagogical investigation. Finally, a methodological proposal and a research procedure derived from the constructivist and social epistemological approach are proposed.