Límites del constructivismo pedagógico

Abstract

This paper studies the theoretical assumptions of constructivism in order to understand it from the perspectives of epistemology and pedagogy. In the first section, three relevant constructivist positions (radical, Piaget’s, and social constructivism) are described as a necessary condition to explore the possibility of advancing in the characterization of a constructivist epistemology and to be able to show the epistemological difficulties entailed. The second section, constructivism as a pedagogic theory, examines the constructivist pedagogy to show its contribution to teaching. In addition, some pedagogic objections requiring clarification regarding the theme are mentioned. Finally, by establishing a connection from the epistemological and pedagogical perspectives of constructivism, it is suggested that constructivism is not a theory of teaching but rather a way of raising epistemological problems and trying to solve them. It is not the intention of this paper to fall into simplifications which are typical of constructivism but to highlight some of its positive aspects such as underlining the importance of a positive attitude in learning.