Pedagogy as science: its foundations and essence

Abstract

The recognition of Pedagogy, as an autonomous science in the study of Education, is necessary to theoretically support the existence of a particular object of study, the construction of theoretical explanatory categories of the phenomenon under study, the existence of laws and principles that guide the science, as well as a system of methods for its study. The article synthesizes, from the theoretical systematization of different scholars of pedagogical sciences, some conceptions in this regard, proposing a theoretical look at the subject. Therefore, pedagogy is conceived as a theme as an autonomous science of education and as a general objective to demonstrate that pedagogy constitutes the scientific basis of educational practice. The methodology has the nature of basic research, because the purpose is to seek new and useful knowledge about the topic in study. Among other authors, Abreu (2021), Anísio (1934), Brito and Jaques (2000), Calzadilla (2004), Franco (2008), Helfas (2019), Libâneo (1998), López (1996), Mendoza (2004), Paiva (2015), Pereira (2012). All of this, from the use of the dialectical method that ensures the existence of pedagogy as an autonomous science of education and that enables a better scientific understanding of what happens in educational reality.