An approach on Education, Science Education and Pedagogy was performed by analysis of definitions, objectives, rationale, their scientific attribute and their interrelationships. It was concluded that education is not a science, but a process leading to each person: to find, to promote and growing among others, their creative potential, and this is achieved if the human being: learning to know, learning to do, learn to live and learn to be. There is no science itself of Education but it is based on theories of other sciences. What does exist is sciences underlying, explain and been apply in Education. Pedagogy is part of the construct of Education, is immersed linking theory with another to translate the goals of Education in humans. Also, it was shown that pedagogy is not a science, and the definition that best fits is redefining the art of teaching.

An approach on Education, Science Education and Pedagogy was performed by analysis of definitions, objectives, rationale, their scientific attribute and their interrelationships. It was concluded that education is not a science, but a process leading to each person: to find, to promote and growing among others, their creative potential, and this is achieved if the human being: learning to know, learning to do, learn to live and learn to be. There is no science itself of Education but it is based on theories of other sciences. What does exist is sciences underlying, explain and been apply in Education. Pedagogy is part of the construct of Education, is immersed linking theory with another to translate the goals of Education in humans. Also, it was shown that pedagogy is not a science, and the definition that best fits is redefining the art of teaching.

The purpose of this article is to reflect on interculturality as an emerging issue in modernity, postmodernity and its scope, in the current political system, in the Latin American context. From the analysis made and ideas presented, it is shown that, if intercultural public policies continue to be developed in the current capitalist system, it will not be possible to develop theplanned objectives because, the neoliberal system, is generating legal forms capable of distorting the true value of the cultural elements of the original peoples (tourist goods or cultural heritage of humanity). Interculturality must be one of the public policies with the highest priority emphasis in the field of education for the 21st century and must be based on; learn to do, learn to know, learn to live together and learn to be, with more importance in learning to do, that is, every individual must know how t...

Realiza una aproximación sobre Educación, Ciencias de la Educación y Pedagogía mediante análisis de definiciones, objetivos, fundamentos, su carácter científico y sus interrelaciones. Se concluye que la Educación no es una Ciencia, pero si un proceso que conduce a cada persona a: encontrar, promover y elevar entre otras, sus potencialidades creativas, y esto se logra si el ser humano: aprende a conocer, aprende a hacer, aprende a vivir y aprende a ser. No existe una ciencia propia de la Educación si no que se apoya en teorías de otras ciencias. Lo que si existen es ciencias que fundamentan, explican y se aplican en Educación. La Pedagogía es parte del constructo de la Educación, está inmersa enlazando una teoría con otra para plasmar los objetivos de la Educación en el ser humano. Así mismo, se demostró que la Pedagogía tampoco es una ciencia, y la definición que mejo...

An approach on Education, Science Education and Pedagogy was performed by analysis of definitions, objectives, rationale, their scientific attribute and their interrelationships. It was concluded that education is not a science, but a process leading to each person: to find, to promote and growing among others, their creative potential, and this is achieved if the human being: learning to know, learning to do, learn to live and learn to be. There is no science itself of Education but it is based on theories of other sciences. What does exist is sciences underlying, explain and been apply in Education. Pedagogy is part of the construct of Education, is immersed linking theory with another to translate the goals of Education in humans. Also, it was shown that pedagogy is not a science, and the definition that best fits is redefining the art of teaching.

The purpose of this article is to reflect on interculturality as an emerging issue in modernity, postmodernity and its scope, in the current political system, in the Latin American context. From the analysis made and ideas presented, it is shown that, if intercultural public policies continue to be developed in the current capitalist system, it will not be possible to develop theplanned objectives because, the neoliberal system, is generating legal forms capable of distorting the true value of the cultural elements of the original peoples (tourist goods or cultural heritage of humanity). Interculturality must be one of the public policies with the highest priority emphasis in the field of education for the 21st century and must be based on; learn to do, learn to know, learn to live together and learn to be, with more importance in learning to do, that is, every individual must know how t...