Resumo

MUNGARAY LAGARDA, Marcela. Los paradigmas científicos frente a los retos del significado axiológico en la educación. Estud. front [online]. 2005, vol.6, n.11, pp.57-73. ISSN 2395-9134.

Whether from an ethical perspective or under the guidelines of social behavior, social values imply a series of contents that, under different rationalities or paradigmatic intentionalities, conform an integrating meaning of individual worth in the world. The purpose of this article is to establish that the full range of meanings in this field and consequently, the confusion regarding formative statements of value, can be approached through the comprehension of the different paradigmatic fields on which science constructs its own areas of knowledge and intrinsically or extrinsically assigns values to different cognitive processes. Conciliating paradigms is not easy as each body of knowledge implies an understanding of the world under certain cognitive structures, each with its own set of values. These are not necessarily universal insofar as the object of knowledge in itself includes or excludes fields of values by which the scientific statement takes on meaning. Therefore, the theory of value generates comprehensive structures that will be viewed from three paradigmatic perspectives: empirical-analitical, structural-hermenutic and critical-sistemic.

Palavras-chave : values; axiology; paradigm; education.