Bearing in mind the current social-constructivist precepts of science and of education in science, our aim in this study was to analyze the epistemological guidelines in scientific articles about "written language". For that, we analyzed the content of six of these articles basing it on educational indicators: conceptions of science, of subject, of language and of pathological speech intervention. The analysis of these conceptions as a whole allowed us to fit the content of these articles into epistemological guidelines that are more or less humanist, logical-positivist or post-positivist. We can infer the pedagogical and educational implications of these guidelines for the construction of pedagogical and educational knowledge in the following fields: speech pathology, continuing education and the work of a school based speech pathology professionals. The results showed that the views of the authors of the analyzed articles fit into guidelines that are predominantly logical-positivist. This points to the importance of restructuring educational courses of these professionals basing them on the precepts of education in science and under a new philosophy of science.
epistemology; language; speech pathology