Hermenéutica analógica, Socioconstruccionismo y Acción Comunicativa: Bases epistémicas emergentes de la educación contemporánea.

Abstract

Within the context of the challenges facing contemporary education—shaped by globalization, digitalization, and cultural diversity—three epistemological approaches emerge that redefine the educational process: analogical hermeneutics, social constructivism, and communicative action. Analogical hermeneutics, introduced by Beuchot (2016), offers a balanced path between reductionism and relativism, allowing meanings to be interpreted proportionally and with mediation. From this perspective, education becomes a dynamic process of interpretation where teachers and students merge their viewpoints to achieve a shared understanding. Social constructivism, on the other hand, posits that knowledge is neither individual nor static but rather a relational and collective product, built through social interaction and language. Meanwhile, Habermas’ theory of communicative action emphasizes dialogue as the foundation for building consensus, fostering deeper understanding in both teaching and learning processes. Together, these approaches place education as an intersubjective and transformative space, where interpretation, collaboration, and dialogue are essential to meet the challenges of today’s educational landscape.