Resumo

MARQUEZ PEREZ, Efraín. The Qualitative Epistemologic perspective in the formation of teachers In educative investigation. Revista de Investigación [online]. 2009, vol.33, n.66, pp.13-35. ISSN 1010-2914.

In Venezuelan academic community, and specifi cally in the programs of educational formation in educative Investigation, they have been consolidating the idea of incorporating contents to encourage the students, professors and investigators to investigate social reality. Such initiative obeys to the fact that the traditional positivistic curricular designs present restrictions to form investigators who can interpret the changes and complex inedit situations that our world is living by now. The university must propose alternatives in order to include the diversity of knowledges. In this article, it is assumed that only through a theoretical-epistemologic refl ection oriented to elucidate the specifi city of the social thing, we could have a humanistic approach to the formation of teachers in Educative Investigation in our universities. That would contribute to think of a new way of teaching investigation, in which teachers understand and interpret the social, educative and cultural reality, instead of explaining it, as a causeeffect relation.

Palavras-chave : Qualitative epistemological perspective; educative formation; formation in educative investigation.