Incipient reflections about the study of epistemology of Physical Education

Abstract

The article presents reflections that foster the debate about the epistemology of Physical Education. For this, turn to the answer to the following question: what qualifies scientific knowledge and what theoretical models help to understand the scientific organization of Physical Education? The delineation of the possible answer is based on the theoretical-conceptual dialogue with the metatheories of Karl Popper and Thomas Kuhn, as well as with theories of authors of Physical Education whose proposed models contribute to elucidate issues affecting the subject. By activating categories that put in perspective the scientific posture, the text highlights founding elements of the organization of fields and knowledge systems. Specifically regarding to the field of Physical Education, it problematizes the myth of the context and the lexical diversity arising from the proposed models, inviting to the knowledge of the multiple epistemologies that constitute it.