Education as discursive topography: an approach to the work of six masters and one doctoral degree in Colombia

Abstract

This article presents part of the results of the project "Research Regions in Master's and Doctoral Programs in Education and Pedagogy 2010 - 2017", in which the work of various academic programs in the country was reviewed. However, here we resume the analysis of the work of six master's and one  doctoral programs in education, which are developed in six higher education institutions in the city of Medellin. The methodological proposal is based on the analysis of Serres (1998), who states that knowledge is not cumulative, knowledge is dynamic, it is like a river or a mountain range, in which groupings or folds are generated that form the discursive topography. Due to this intention, the results of the analysis of the notion of education, allow us to see the discursive dynamics that took place around education in the period 2010-2017, managing to reveal that education without adjectives is the most relevant peak, however, in some works there is evidence of synonymy between education and pedagogy, which warns epistemic problems on the part of researchers. There is also a perception of opacity in the approach to the education of exceptional talents, problematic education, and emotional education, among others. On the other hand, Education in knowledge (science, religion, museum, and others), is an object of work that has been consolidated, inclusive education, ICTs and intercultural, become fertile fields for research development in master's and doctoral degrees.