Epistemología y pedagogía

The chapter argues that epistemology and pedagogy are being reconfigured under an informational regime in which networks, automation, and platforms displace the university's monopoly over knowledge and reorder the criteria of educational validity. Its central thesis is that the digital turn unsettles traditional pedagogical hegemony and creates new centers of knowledge concentration, shifting authority and curriculum toward algorithmic infrastructures. In terms of scope, the text describes how autopoietic systems and computational processes reconfigure the subject-space relationship and teaching work; it situates connectivism as a political-educational project that integrates knowledge production into logics of networked valorization; it maps the EdTech drift toward oligopolies that turn educational innovation into a device of governance with effects on assessment, authorship, and academic autonomy; and it offers criteria for redesigning curriculum, assessment, and the teaching role in the face of ecologies of data and distributed control, underscoring risks of inequity and opacity alongside opportunities for a critical pedagogy oriented toward openness, auditability, and the co-production of knowledge.