The Pedagogical Gaze. Theory of education, methodology, and focal points.

To know, to teach, and to educate are not the same thing and, given the complexity of "education" as an object, the significance of knowledge of education is postulated as the condition of reference in pedagogical research: if it does not solve problems of concrete educational action, if what we obtain is not useful for educating, it is not valid pedagogical knowledge.

Every discipline with functional autonomy focuses on the reality it studies and generates a specific mindset that must be evident in the specialized gaze towards its object of study and intervention. This gaze shows what type of problems make up the disciplinary work, what its specific language is, and its methods of proof. This is the case in every science, notwithstanding the differences between them, because each has its specific gaze and applies it every time it acts. The pedagogical gaze must be constructed respecting the inherent character and meaning of education. Addressing this challenge from the discipline of Pedagogy requires questioning the role of educational theory, methodology, and the focuses made from pedagogical mindsets.