The educational practice. Epistemological approaches from teaching work

Abstract

This essay raises the need to overcome traditional practices and transcend towards a contextual, recursive and dialogical educational praxis oriented towards the local, national and global transformation of the world. For this, we elaborate theoretical constructs derived from hermeneusis on the epistemic and methodical foundations of educational praxis in the light of theorists, metatheoretics and our visions as research teachers in the area of curriculum and teacher training. Subsequently, we reflect on how the construction of pedagogical knowledge obeys the reflection process carried out by the teacher about his professional training, his permanent training, work and family experiences, to generate new ways of self-regulating his own practice. We understood that educational realities are of a complex, dynamic, particular and socially constructed nature, therefore, it is required as a teacher to take a position of the new theoretical and epistemological positions such as critical theory, through action research to promote thinking with the in practice of metacognitive processes as a method of self-reflection and inquiry that facilitates reflection from praxis.