EPISTEMOLOGICAL FOUNDATION FOR A POSSIBLE PEDAGOGY IN THE TEACHING OF MATHEMATICS IN GENERAL SECONDARY EDUCATION

Abstract

The present research was focused on building an epistemological foundation for a possible pedagogy in the teaching of mathematics in General Secondary Education in the municipality of Sucre, Cumaná, state of Sucre, with a view to overcoming traditional rote and mechanistic approaches that have limited student motivation and performance. The research is based on theoretical contributions from authors such as Skliar (2017), Pérez Esclarín (2004), and Freire (1992), who advocate for a humanizing, critical, and loving pedagogy, capable of placing the student at the center of the educational process. Likewise, it draws on UNESCO (2019) approaches regarding the need to transform teaching styles toward more inclusive, creative, and participatory models. Methodologically, the study is framed within the qualitative approach, under the interpretive paradigm and the phenomenological-hermeneutic method of Van Manen (2003), which allows for an understanding of the lived experiences of teachers and students in their natural context. Techniques such as participant observation, in-depth interviews, documentary review, discursive analysis, and triangulation were employed, guaranteeing reliability and interpretative richness. The final considerations highlight that mathematics teaching requires an urgent pedagogical transformation, oriented toward love, creativity, and contextualization. It is concluded that traditional practices have generated rejection and low performance, while a situated and humanizing pedagogy can awaken curiosity, critical thinking, and confidence in students.