THEORETICAL APPROACH TO EDUCATIONAL PRACTICE

Abstract

Contemporary educational practice is a complex phenomenon, immersed in social and cultural transformations that require a profound review of its foundations. This argumentative article proposes to overcome the traditional view of pedagogical practice as a simple transfer of knowledge, reinterpreting it as a space for co-construction and continuous dialogue among participants in the educational process. The methodology focused on a systematic review based on a critical review centered on discourse analysis, which strengthens the action of the interpretive paradigm and the qualitative approach supported by hermeneutics. The information collection technique used was the documentary analysis of secondary sources (academic texts, scientific articles, and theoretical frameworks) related to pedagogy and the configuration of power in education. The role of the teacher as an agent of change is examined, whose discourse instructs and educates in a comprehensive manner, valuing the diversity and individuality of each student. The conceptual framework allows us to unravel the implications of power in the formation of pedagogical subjectivity. It highlights the vital need for effective synergy between family, school, and community to meaningful education. Ultimately, it proposes a contextualized, ethical, and liberating pedagogy that distances itself from technocratic models in order to form critical citizens committed to sustainable development. The findings reveal the centrality of the teacher as a critical mediator, the relevance of an inclusive pedagogy that fosters dialogue, and the importance of coordinating efforts between family, school, and community to achieve an ethical and transformative education.