Pedagogy policy in the construction of the work. Social sciences researchers’ situated training

Abstract

This article systematizes the evolution of our possible strategies of doing and teaching social research in Sociology degree career. We are teachers of the area of methodology of social sciences at Comahue National University. The researches that students proposes, challenge us to problematizations about our own trajectories, conceptual schemes and theoretical-political positions, which has been consolidated in recent years in the passage through a triple epistemic turn, whose elusive drifts challenge and transmute the possible ways of doing the craft of sociology. From these positions, we propose to reflect on how the craft is built and transmitted, from a constant exercise of epistemological vigilance, which provisionally recognizes a system of always-in-permanent-suspicion schemes. We also propose to build an idea of validity that implies a double rigor of internal coherence and external theoretical-political validation.