PEDAGOGICAL ACTION RESEARCH: CONCEPTS AND EPISTEMOLOGICAL PRINCIPLES

Abstract

This article discusses Pedagogical Action Research as an investigative approach aimed at linking research, professional development, and the transformation of educational practice. Starting with the question of which epistemological foundations should guide it, the study aims to define its key concepts and theoretical assumptions, analyzing its various conceptions and the roles played by the participants involved. The study takes the form of a philosophical essay of an epistemological nature, grounded in selected literature. The results indicate that Pedagogical Action Research cannot be reduced to a pre-planned intervention, as it requires conscious and intentional participation, the collective construction of the problem, effective listening, and the shared production of knowledge. It concludes that its critical nature lies in praxis, in the participants' shared responsibility, and in transforming pedagogical practice into a space for authorship, resistance, and emancipation.