Pedagogy from the anthropology assumptions of learning and education

Abstract

Establishing the relationship between pedagogy and anthropology implies immersing ourselves in the plane of the scientific status of the field of pedagogy, thereby seeking to reveal the conceptual structures from which it has been theorized. In this text, from the historical context of Modernity to contemporary times as a space of conflicting ideas, we will take the German philosophical tradition, searching from the postulates of Kant (2003), Herbart (1946), Natorp (s.f) and Marx (1976). The methodological horizon of this text was a qualitative approach and a theoretical method with a conceptual interpretive basis. The work concludes that historical pedagogical anthropology deals with some fundamental questions that are in no way the product of the fury of an era, and is justified, as well as a space for fundamental inquiry and criticism within pedagogy and, in general, within the sciences of man. This space opens in the background of the possibility of human improvement and raises human formability (educability) and the need for education as anthropological assumptions of learning and education.