TEACHER EDUCATION, EPISTEMOLOGY, AND PEDAGOGICAL PRACTICES GUIDED BY KNOWLEDGE CONSTRUCTION
DOI:
https://doi.org/10.63330/aurumpub.062-084Keywords:
Construction of knowledge, Constructivism, Epistemology, Pedagogical practices, Teacher trainingAbstract
Teacher training based on epistemological perspectives represents an essential element for the qualification of pedagogical practices guided by the construction of knowledge. In this context, valuing constructivist and reflective approaches contributes to strengthening the role of the teacher as a mediator of learning and an agent of transformation in educational processes. The present study aimed to analyze the contributions of teacher training based on different epistemological perspectives to the development of pedagogical practices aimed at the construction of knowledge. This is an integrative literature review, carried out in the Latindex, Diadorim, Miguilim databases and Open Journal Systems (OJS) periodical repositories, considering publications in Portuguese and English, from 2021 to 2026. Descriptors related to teacher training, epistemology, constructivist, pedagogical practices and knowledge construction were used, with 15 studies being selected after applying the inclusion and exclusion criteria. The results showed that teacher training based on epistemological foundations favors more critical, investigative, collaborative educational practices focused on meaningful learning. The studies also highlighted that the integration between theory and practice, continued training, pedagogical innovation and the appreciation of the diversity of knowledge strengthen teaching professional development and increase the quality of teaching and learning processes. It is concluded that teacher training guided by constructivist epistemological perspectives constitutes a strategic element for the transformation of pedagogical practices, contributing to a more participatory, reflective, inclusive education and committed to the collective construction of knowledge.
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