Old and New Metaphqrs fir Knowledge

This conceptual and speculative paper is fruit of both the exciting debates in the course of Epistemology and Education at UNIMEp's Graduate Program in Education, during the second semester of 2002, and the author's reflective restlessness in face of themes concerning the fundamentals of knowledge in human and social sciences. Its purpose is limited to a critical-reflective approach to the crisis of the scientific paradigm known as Cartesian-Newtonian and its relation with the teaching-learning process. The aim is to examine the possibility of knowledge acquisition between the inquiring subject and the social reality, and the unavoidable unfoldings to the pedagogical praxis.