<b>Teorías de la educación en latinoamérica: </b><b>una mirada prospectiva desde la contemporaneidad</b>

Abstract

The construction of knowledge in Latin American education has historically been shaped by imported paradigms, leading to a theoretical dependency that hinders the development of endogenous pedagogical models. The absence of a conceptual framework tailored to the region’s sociocultural and technological realities has perpetuated fragmented and disjointed educational systems. In response to this scenario, the present study offers a critical analysis of major educational theories through a qualitative, theoretical, and documentary approach, employing descriptive and comparative methods to examine the epistemological evolution of pedagogical knowledge. The study traces the transition from traditional models, such as behaviorism and cognitivism, to emerging approaches like socioconstructionism and connectivism, highlighting the need for a hybrid paradigm that integrates digital dynamics and the social construction of learning within the framework of postmodernity. The epistemological fragmentation and structural rigidity of Latin American educational systems call for a reconfiguration of theoretical frameworks to guide 21st-century education. The study concludes that educational transformation in the region cannot be reduced to the instrumental adoption of new technologies; rather, it requires an epistemological redefinition that harmonizes pedagogical innovation with Latin America's sociohistorical specificities.