THE ROLE OF THE TEACHER AS A MEDIATOR IN THE CONSTRUCTION OF KNOWLEDGE: EPISTEMOLOGICAL REFLECTIONS ON THE THEORY-PRACTICE RELATIONSHIP

Abstract

The general objective of analyzing the role of the teacher as a mediator in the construction of knowledge, based on epistemological reflections. The specific objectives are to understand the concept of epistemology; to analyze how the articulation between theory and practice is manifested in pedagogical practices; and to understand how the teacher can act as a mediator of knowledge, overcoming the logic of mechanical and instrumental reproduction of theory. To carry out the study, a descriptive research with a qualitative nature was conducted, using bibliographic research as the method of data collection. The results clearly show that epistemology is essential for understanding teaching knowledge and that there is a need for reflective and interactive practices that promote critical thinking and student protagonism. Above all, in order to be a mediator in the construction of knowledge, the teacher must adopt an active, critical, and contextualized attitude in the face of contemporary challenges.