Integración de múltiples paradigmas sociológicos en las investigaciones educativas modernas

Abstract

In the social sciences there are many existing paradigms, throughout history, many thinkers have been given the task of generating positions that each one considers as ideal to understand certain situations, in some cases, for certain researchers, their points of view They are irreconcilable with others, however for others, this conjunction of points of view is possible, in this regard, there are not few who advocate the use of multiple paradigms to understand a particular situation. At the educational level, this unification of points of view also has its defenders. The purpose of this study is to generate a theoretical contribution, which serves as the basis for understanding the poly paradigm of research, and how it has become in modern educational studies. Some macro sociological, micro sociological, as well as integrative paradigms of sociology are analyzed. The particularities of the integrative paradigms are shown and arguments that support the greater use of poly-paradigmatic contexts in the educational area as a strategy to deepen the understanding of certain situations are presented. The different approaches and theoretical concepts are not always diametrically opposed, at present, the studies of complex social and educational situations require a whole set of paradigms that complement each other, and with which enough information can be obtained about the phenomena. studied