<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982020000100160</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2019.167.59160</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La crítica del realismo social a la nueva sociología de la educación y su diálogo con la sociología de la ciencia. Aportaciones para entender el conocimiento en clave sociológica]]></article-title>
<article-title xml:lang="en"><![CDATA[The critique of social realism to the new sociology of education and its dialog with the sociology of science. Contributions to understand knowledge in sociological code]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Güémez Graniel]]></surname>
<given-names><![CDATA[Braulio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,El Colegio de México Centro de Estudios Sociológicos ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<volume>42</volume>
<numero>167</numero>
<fpage>160</fpage>
<lpage>177</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982020000100160&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982020000100160&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982020000100160&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo discute teóricamente el papel que ha tenido el concepto de conocimiento en algunas vertientes de la sociología de la educación y los estudios sociales de la ciencia con el propósito de buscar criterios y líneas de unificación conceptual para la sociología del conocimiento. En particular, se discuten las aportaciones hechas por la nueva sociología de la educación (NSE) y la crítica posterior del realismo social (RS) que recupera aspectos filosóficos del realismo crítico (RC), así como las intervenciones post-Kuhn que tuvo la sociología y antropología de la ciencia en las últimas décadas del siglo pasado. Se concluye que las críticas del RS han sido de corte más normativo que empírico, y que la distinción de esos dos niveles es imprescindible para buscar criterios conceptuales unificados en la disciplina general de la sociología del conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article theoretically discusses the role the concept of knowledge has played in some areas of the sociology of education and social studies of science with the aim of finding criteria and lines of conceptual unification for the sociology of knowledge. In particular, we discuss the contributions made by the new sociology of education (NSE) and the subsequent critique of social realism (SR) which recovers philosophical aspects of critical realism (CR), and the post-Kuhn interventions undertaken by the sociology and anthropology of science in the late 20th Century. We conclude that the critiques of SR have been more normative than empirical, and that the distinction of those two levels is indispensable to find unified conceptual criteria in the general discipline of the sociology of knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Sociología del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Sociología de la educación]]></kwd>
<kwd lng="es"><![CDATA[Teoría social]]></kwd>
<kwd lng="es"><![CDATA[Filosofía de la ciencia]]></kwd>
<kwd lng="es"><![CDATA[Filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[Educación y ciencia]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Sociology of knowledge]]></kwd>
<kwd lng="en"><![CDATA[Sociology of education]]></kwd>
<kwd lng="en"><![CDATA[Social theory]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of science]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of education]]></kwd>
<kwd lng="en"><![CDATA[Education and science]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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