Theoretical and Methodological Levels in Educational Research

Cinta de Moebio 43 (43):14-23 (2012)
Abstract
Within the current theoretical and methodological conceptions that approach the educational processes and phenomena there are several levels that, with a systemic character, offer coherence and unity from their more general argumentation to the description of how they should be studied. However, this reality, that is implicit in the different theories, is unnoticed by the researchers and thus it brings about theoretical and methodological in-consequences in the investigation which damage the strictness of the research process. The aim of this article is to analyse each level in the theoretical foundation of investigations about the educational process. A deep analysis of the various ways in which the state of the art has been approached by different authors from the theoretical and methodological points of view is made and the importance of each of one is analysed with new elements that can be enrich according to criterion of the author of this article. Dentro de las concepciones teóricas y metodológicas actuales que abordan los procesos y fenómenos educativos, existen varios niveles que con carácter de sistema les brindan coherencia y unidad, desde su argumentación más general hasta la prescripción de cómo deben ser estudiados. Sin embargo, esta realidad implícita en las teorías con frecuencia es inadvertida por los investigadores, provocando inconsecuencias teóricas y metodológicas en las investigaciones que lesionan la severidad del proceso investigativo. El objetivo de este artículo es analizar los niveles en la fundamentación teórica de las investigaciones sobre el proceso educativo. Se valora el estado del arte acerca de cómo han sido abordados los niveles teóricos y metodológicos por parte de diferentes autores y posteriormente, se precisa cada uno, destacando nuevos elementos que, a juicio del autor, pueden enriquecerlos
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DOI 10.4067/S0717-554X2012000100002
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