<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-8626</journal-id>
<journal-title><![CDATA[Sophia, Colección de Filosofía de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Sophia]]></abbrev-journal-title>
<issn>1390-8626</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86262023000200187</article-id>
<article-id pub-id-type="doi">10.17163/soph.n35.2023.06</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Posibilidad de un constructivismo pedagógico realista]]></article-title>
<article-title xml:lang="en"><![CDATA[On the possibility of a realist pedagogical constructivism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bellomo]]></surname>
<given-names><![CDATA[Santiago Tomás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<numero>35</numero>
<fpage>187</fpage>
<lpage>209</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86262023000200187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86262023000200187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86262023000200187&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La discusión acerca de la capacidad de nuestra inteligencia para acceder al conocimiento de la realidad en sí es y sigue siendo una de las más antiguas y apasionantes de la filosofía. Piaget revolucionó la historia de la psicología y la pedagogía a partir de sus descubrimientos científicos relativos al modo en que el ser humano conoce. Sin embargo, por su misma inclinación filosófica, su constructivismo pedagógico quedó fuertemente arraigado en tradiciones filosóficas inmanentistas, a punto tal que la asociación entre constructivismo pedagógico y antirrealismo constituye una suerte de lugar común y un cierto presupuesto dogmático. Este trabajo intentará demostrar que esta asociación no constituye la única alternativa posible y que, hasta cierto punto, ni siquiera parece responder cabalmente a los principios o consecuencias últimas de los hallazgos del constructivismo de Piaget. Es posible justificar el constructivismo pedagógico desde posiciones realistas, siempre y cuando se revisen algunos supuestos que la modernidad ha instalado de manera no muy crítica en los círculos educativos y filosóficos. La revisión de la noción de representación, concebida según la tradición aristotélica y aggiornada por los aportes del constructivismo, permite abrir un camino de conciliación entre el constructivismo pedagógico y un tipo de realismo que sea, como sugiere Charles Taylor, a la vez robusto y plural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The discussion about the ability of our intelligence to access reality in itself remains one of the oldest and most exciting questions in philosophy. Piaget reinvented the history of psychology and pedagogy from his scientific discoveries regarding the understanding of the process of knowledge. However, due to his own philosophical inclination, his pedagogical constructivism remained strongly rooted in an immanentist philosophical tradition, to such an extent that the association between pedagogical constructivism and anti-realism constitutes a kind of commonplace and a certain dogmatic assumption. This paper states that this association is not the only possible alternative and that, to a certain extent, it does not even seem to fully respond to the ultimate principles or consequences of Piaget&#8217;s constructivist findings. It is possible to justify pedagogical constructivism from realistic positions, as long as we reconsider some assumptions that modernity has installed in educational and philosophical circles in an uncritical way. The revision of the notion of representation, conceived according to the Aristotelian tradition and updated by the contributions of constructivism, allows to find a pathway of reconciliation between pedagogical constructivism and a kind of realism that be, in the words of Charles Taylor, at the same time robust and plural.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Constructivismo]]></kwd>
<kwd lng="es"><![CDATA[realismo]]></kwd>
<kwd lng="es"><![CDATA[representación]]></kwd>
<kwd lng="es"><![CDATA[inmanentismo]]></kwd>
<kwd lng="es"><![CDATA[Piaget]]></kwd>
<kwd lng="es"><![CDATA[intrusión epistémica]]></kwd>
<kwd lng="en"><![CDATA[Constructivism]]></kwd>
<kwd lng="en"><![CDATA[realism]]></kwd>
<kwd lng="en"><![CDATA[representation]]></kwd>
<kwd lng="en"><![CDATA[inmanentism]]></kwd>
<kwd lng="en"><![CDATA[Piaget]]></kwd>
<kwd lng="en"><![CDATA[epistemic tresspassing]]></kwd>
</kwd-group>
</article-meta>
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