The Importance of Epistemological Reflection in the Pedagogical Act: Pedagogical Paradigms in Light of the UNESCO Report on the Futures of Education
DOI:
https://doi.org/10.14571/brajets.v17.n2.538-549Keywords:
epistemological reflection, pedagogical paradigms, educational innovation, future of educationAbstract
In this essay, the importance of epistemological reflection in the educational context is emphasized in light of the 2022 report from the International Commission on the Futures of Education (CIFE) by UNESCO. I argue that teachers play a crucial role in students' skill development, highlighting Trindade & Cosme's (2016) pedagogical paradigms as fundamental for understanding and implementing the report's recommendations. Additionally, the essay addresses possible epistemological misconceptions in contemporary educational trends, such as post-critical curriculum theories and methodological innovations related to technology. Mindful of profit-driven motives, I underscore the significance of the communication paradigm in aligning discourse with educational practices, ensuring that students develop a wide range of skills while being encouraged to pursue their interests. Epistemological reflection is presented as a vital tool to avoid blind activism and promote critical engagement in education, in line with Paulo Freire's ideas about transforming the world through education. Overall, the essay highlights the need to balance pedagogical approaches and underscores the importance of epistemological reflection in guiding more effective and meaningful educational practices.References
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