PEDAGOGY, TEACHING KNOWLEDGE AND EDUCATION IN THE INTERFACE OF KNOWLEDGE PARADIGMS

Abstract

This study proposes a reflection on pedagogy, teaching knowledge, and education in light of the paradigmatic transformations of Western philosophical thought. The objective of the study is to analyze, through a theoretical essay grounded in a critical-hermeneutic approach, how the ontological-metaphysical, mentalist-subjectivist, and communicational paradigms have influenced the constitution of pedagogy and teaching knowledge. The methodology adopted consists of a theoretical and interpretative review of specialized literature, emphasizing high-impact classical and contemporary sources published in recent years and in different languages. As a result, it is identified that rationality paradigms play a structuring role in the ways education is conceived and practiced, requiring new pedagogical approaches capable of responding to the ethical and political demands of the present. It is concluded that a communicative pedagogy, grounded in intersubjective and argumentative rationality, expands the understanding of teaching knowledge as a discursive and socially situated practice, contributing to the construction of an emancipatory education in the twenty-first century.