Pedagogical thought and society: the deconstruction of socio-pedagogical meta-narratives

Abstract

The purpose of this essay is to examine the theoretical principles that have guided pedagogical reflection, encompassing pedagogical approaches from classical to postmodern currents as a contribution to the development of educational practices geared toward the holistic development of the individual and their integration into the social fabric. It concludes that premodern thought is characterized by authority and tradition. In contrast, modern thought seeks reason and objectivity, while postmodern pedagogical thought questions absolute truth, involving teaching and learning in a diverse and complex terrain. Thus, education is conceived as a critical, nuanced, and integral space of sociocultural reality, combining tradition, the rigor of reason, and openness to the diversity and complexity of sociohistorical development.