PEDAGOGY AS THE SCIENCE OF EDUCATION: THEORETICAL FOUNDATIONS AND THEMES OF SCIENTIFIC KNOWLEDGE IN EDUCATION

Abstract

This article analyzes Pedagogy as the science of education, emphasizing its theoretical, epistemological, and social foundations. The research, qualitative, descriptive-analytical, and bibliographical in nature, was based on authors such as Libâneo, Saviani, Pimenta, and Freire, aiming to understand the scientific constitution of Pedagogy and the main themes that structure educational knowledge. The findings show that Pedagogy is consolidated as a theoretical and practical science focused on the investigation of educational practice in its multiple historical, cultural, political, and ethical dimensions. It is evident that Pedagogy plays an integrative role among the sciences of education, articulating diverse types of knowledge into a comprehensive understanding of the educational phenomenon. The central themes of pedagogical knowledge—such as human formation, the theory-practice relationship, teaching, didactics, and educational management—form the epistemological core of the field. It is concluded that Pedagogy, by combining theoretical reflection and practical intervention, establishes itself as an essential science for teacher education and social transformation, committed to human emancipation and the democratization of knowledge.