TEACHING AND LEARNING AS KNOWLEDGE-GENERATING PROCESSES AND NOT AS A SIMPLE TRANSMISSION OF INFORMATION

Abstract

Colombian education is undergoing an epistemological and pedagogical crisis that requires rethinking the theoretical and practical foundations of teaching and learning models, especially in secondary education, where approaches centered on the one-way transmission of content persist and limit the development of critical thinking and pedagogical innovation. In this context, the study aims to understand teaching and learning as knowledge-generating processes, oriented toward the collaborative construction of knowledge and the strengthening of critical skills needed to face contemporary educational challenges. To achieve this purpose, the study uses a methodology based on documentary review and critical analysis of academic sources, which makes it possible to contextualize education as a multidisciplinary object, the transition toward transdisciplinary models, the development of specialized pedagogical knowledge, and teaching understood as a knowledge-generating process. This approach facilitates the identification of tensions between traditional models and emerging proposals that integrate sociological, psychological, philosophical, and technological perspectives in the design of more relevant and contextualized learning experiences. The results show that the persistence of transmissive models is linked to obstacles such as insufficient teacher training, curricular rigidity, the digital divide, and assessment systems focused on memorization, which hinder the implementation of active and collaborative methodologies. In response, the integration of multidisciplinary approaches, the construction of flexible educational ecosystems, and the adoption of didactic strategies that promote participation, collaborative work, and metacognitive reflection foster the collective construction of knowledge and the development of competencies for solving complex problems. The Colombian experience shows that moving toward innovative educational models requires articulating curricular innovation with the strengthening of teacher training and strategic technological investment that addresses inequalities between urban and rural contexts; in this sense, education is conceived as a space for the creation of situated knowledge, where teachers and students act as co-constructors of knowledge, overcoming the logic of simple information transmission.