El conocimiento pedagógico y la periferia del universo educativo

Abstract

In this work the authors reflect on the dynamics generated between the universe of education and educational theory, as the fruit of the incorporation to that universe of areas and forms which up until then had been external, borderline or marginal to it. After an introduction, the article applies this general perspective to diverse spheres: in the fi rst place, to what the consideration of non-formal and formal education has meant for educational theory; in second place, the same is done with respect to the idea of permanent education; third, it is applied to the repercussions that the real recognition of gender equality in education has on pedagogical discourse; fourth, to what the possibilities offered by the new technologies mean regarding this discourse; fi fth, the consequences for educational theory of making environmental contents a priority is stressed, and finally, refl ection is made on the necessary reconstruction of discourse when seeking that the appreciation of embodiment be more than just a rhetorical commonplace.