ABSTRACT
In his much-celebrated book Pedagogy of the Oppressed, Paulo Freire elaborated on this epistemological question on what is real, what is true. Pedagogy, in the light of Freire, can therefore only exist in dialogue, and thus in the confrontation of different perspectives. As Bourdieu aptly examined, any social science, such as historical science in any field, including childcare, leads a double life. The first one is the objectivity in the first degree, giving account of the distribution of material goods and describing how socially valued material or symbolic capital is acquired. The second life, the objectivity to the second degree, takes the shape of mental frameworks that function as a symbolic matrix for the observed practices, behaviours and thoughts of the social actors. This approach makes it necessary to integrate both an objectivist and perspectivist or subjectivist vision, as Bourdieu (1984) states.
