KNOWLEDGE IN TEACHING AS AN ETHICAL-EPISTEMOLOGICAL TERRITORY: DIALOGUES BETWEEN EDUCATIONAL SCIENCE AND BIOETHICS

This study aims to analyze scientific production in the field of teaching from a critical epistemological perspective, establishing dialogue with Latin American theoretical frameworks, especially philosophy of liberation and Intervention Bioethics. It is a theoretical bibliographic research grounded in the understanding that scientific knowledge production constitutes a historically situated social practice shaped by political, social, and ethical dimensions. The analysis is based on the articulation between critical epistemology of science, Southern epistemologies, and Latin American perspectives committed to the social responsibility of knowledge. The results indicate that scientific production in teaching cannot be reduced to technical or methodological dimensions, requiring epistemological frameworks capable of considering the historical and social conditions that structure educational processes. The study highlights that incorporating Latin American critical perspectives broadens the understanding of educational scientific production, contributing to the construction of socially situated knowledge committed to social transformation. It is concluded that the articulation between critical epistemology, philosophy of liberation, and Intervention Bioethics provides a consistent framework for developing new epistemological perspectives for research in teaching within the Latin American context.