German Historical-Cultural Anthropology of Education: theoretical and epistemological benchmarks
Abstract
This paper presents and debates the theoretical and epistemological benchmarks of the current German Historical-Cultural Anthropology of Education (or AEHCA – from the Portuguese Antropologia Educacional Histórico-Cultural Alemã), guided by two leading questions, namely: (1) what is your field of knowledge and (2) what are your theoretical and epistemological benchmarks? The AEHCA regards education as science and takes the human being and their educational dimensions as a starting point, which turns the education into a constructive and reflexive field of knowledge through a transdisciplinary, interdisciplinary, transcultural and intercultural approach, open to theories and methods. Ultimately, this is what leads to a reflection on the human being in itself and their education.
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