The Pedagogical Reason: A Conceptual Neologism for Rethinking Teacher Training

Abstract

This paper proposes and supports the concept of Pedagogical Reason as a neologism with its own semantic load, emerging from the need to name a form of situated, ethical, and transformative rationality specific to the pedagogical field. Unlike traditional categories such as technical, practical, or critical reason, Pedagogical Reason is configured as an epistemic logic that arises from pedagogical knowledge itself, articulating ontological, practical, and political dimensions of educational action. Drawing on philosophical and pedagogical references such as Aristotle, Gadamer, Freire, Carr, Kemmis, Perrenoud, Flecha, and Quiceno, it is argued that this neologism not only fills a conceptual void but also provides an interpretative framework for understanding and reframing teacher education processes in Latin America. It is demonstrated that this construct cannot be replaced without loss of meaning, as it integrates a network of meanings that reclaim the teacher as an epistemic, historical, and ethical subject. Finally, Pedagogical Reason is presented as a theoretical and political proposal to reconfigure teacher training, recover the autonomy of pedagogical knowledge, and resist the technical colonization that dominates contemporary educational models.