Abstract

BENNASAR-GARCIA, Miguel Israel; GUERRERO, José Atilio  and  ZAMBRANO-LEAL, Newman Yonander. Pedagogy and university teacher education today in Latin America, an epistemological perspective. Prax. Saber [online]. 2021, vol.12, n.29, pp.184-200.  Epub Oct 16, 2021. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v12.n29.2021.11267.

The objective of the study is to analyze, from an epistemological perspective, pedagogy and university education in the Latin American present context. The methodological route used was hermeneutics, which allowed the search for elements and theories on the subject. These were used for the subsequent critical approach. It was found that university teacher education is seen as a heuristic form, whose function is to teach the different syllabus contents; and that there is no clear epistemological perspective in university education processes. This allowed us to understand that pedagogy and university teacher education are epistemological exercises that link teaching with knowledge production. We attempt to give meaning to learning experiences in the classroom from a phenomenological point of view, by characterizing cognitive events as the succession of the apprehension of didactic experiences, which are sources of knowledge in educational evolution. This latter derives from school and individual experiences, which give meaning to the pedagogical events of a transcendent and necessary educational process.

Keywords : teacher training; education; pedagogy; university; epistemology.

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