Epistemological reflections for the education of special educators

Abstract

The aim of this theoretical essay is to open the reflection around the epistemology of special education and its implications for the education of its professionals. The theoretical journey and the critical analysis that consolidate this writing, allow us to obtain a view through a historical perspective about the facts and concepts that have framed the epistemological becomings of the discipline, its influences in the education of special educators and the trends that underlie their pedagogical practices. A scenario is presented within a complex field of knowledge, in constant growth and evolution, but at the same time marked by continuous debates and tensions that leave many fundamental constructions within the discipline still pending.