The epistemology of meta-epistemology of contexts as a theory to be applied in research in education

Breaking paradigms is a principle in scientific research, as it demonstrates that science is not absolute or driven by beliefs; on the contrary, it is in constant movement and transformation. The article aims to solidify the theory of meta-epistemology of context as an epistemology to be applied in research in education. The methodology used for theoretical development is based on narrative review, given the possibility of intention based on texts selected at the discretion of the researcher. As for the method used, it combines meta-epistemology of contexts with dialectics, considering that we can use the qualitative approach. From the results, we hope to confirm that the theory can be used in research in education and other areas, as an action to break the hegemony of Eurocentric theories, which are used to address Amazonian realities. We hope to be able to contribute to the development of other research based on the theory and that profound mobilizations can occur in the scientific field in the use of this epistemology in the most diverse areas of knowledge.