摘要：This paper proposes a rediscreption of two popular epistemological classifications in Physical Education. The first one classifies the knowledge in three theoretical approaches (Empiric-Analytical, Phenomenological-Hermeneutical, Critic-Dialectical); the other one suggests an epistemological oppositions between modern and post-modern theories. The paper analyses the actuality of both positions in sense of the political and theoretical discussion in Physical Education. This analysis try to reach an advised understanding of some perspectives of those positions. After focusing limits and inadequateness of those classifications, refusing their clichés, the paper defends that the complexity and the sharing of different theories demand much more care in handing and interpretations of them.
其他摘要：This paper proposes a rediscreption of two popular epistemological classifications in Physical Education. The first one classifies the knowledge in three theoretical approaches (Empiric-Analytical, Phenomenological-Hermeneutical, Critic-Dialectical); the other one suggests an epistemological oppositions between modern and post-modern theories. The paper analyses the actuality of both positions in sense of the political and theoretical discussion in Physical Education. This analysis try to reach an advised understanding of some perspectives of those positions. After focusing limits and inadequateness of those classifications, refusing their clichés, the paper defends that the complexity and the sharing of different theories demand much more care in handing and interpretations of them.
