Signification of knowledge of education as a methodology principle of pedagogical research and the relevance of common activity

Abstract

Signifcation as a principle of methodology is a problem derived from how the theory-practice relationship is understood in each current of knowledge of education to justify valid knowledge.
 This work insists on the importance of the study of theory-practice relationship to obtain specialized and specifc knowledge of education: pedagogical knowledge. Education is a real feld that people may know in diferent ways, forms, and types. Several types of knowledge and rationality are useful for making knowledge of education: philosophical theories, practical theories, applied research, substantive theories have let them build it. To a higher extent, knowledge of education has already made particular and specifc concepts.
 This study establishes diferences between knowledge of education and knowledge of disciplines which are used in educative process. Besides this, it emphasizes and upholds the Educational Knowledge Growth Model. The second half of this work continues to explain the diferent possibilities that each current of knowledge of education has, for solving the problems which arise in the intervention, regarding to theory-practice relationship. All this has been made by focusing the discussion about the theory- practice connection in three diferent pedagogical currents (marginal, subaltern, and autonomous).
 By executing the external common activity, we improve and train the internal activitiescapacities: without the activity it is impossible to educate and through the activity it becomes possible for the educatee to be an actor-agent and an increasingly better author-agent of his own projects and acts. We shall see how the pedagogical function generates intervention by means of internal and external common activities. And we can conclude that common activity is necessary to solve education problems from Pedagogy.