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En el artículo se hace un estudio sobre los supuestos teóricos del constructivismo, para comprenderlo desde la epistemología y la pedagogía. En la primera parte se describen tres posturas constructivistas relevantes (constructivismo radical, piagetiano y social), como condición necesaria para explorar la posibilidad de ir caracterizando una epistemología constructivista y evidenciar las dificultades epistemológicas que la contemplan. En la segunda parte, el constructivismo como teoría pedagógica, se realiza un acercamiento a la pedagogía constructivista, en el que se muestran los aportes de aquel a la enseñanza. Además, se señalan algunas objeciones de tipo pedagógico, que con relación al tema conviene dejar en claro. Finalmente, estableciendo una relación desde lo epistemológico y pedagógico del constructivismo, se considera que no es una teoría de la enseñanza, sino un modo de plantear los problemas epistemológicos e intentar resolverlos. El trabajo no pretende caer en simplificaciones propias del constructivismo, sino resaltar aspectos positivos que posee, como el de subrayar la importancia de una actitud activa en el aprendizaje.This paper studies the theoretical assumptions of constructivism in order to understand it from the perspectives of epistemology and pedagogy. In the first section, three relevant constructivist positions (radical, Piaget’s, and social constructivism) are described as a necessary condition to explore the possibility of advancing in the characterization of a constructivist epistemology and to be able to show the epistemological difficulties entailed. The second section, constructivism as a pedagogic theory, examines the constructivist pedagogy to show its contribution to teaching. In addition, some pedagogic objections requiring clarification regarding the theme are mentioned. Finally, by establishing a connection from the epistemological and pedagogical perspectives of constructivism, it is suggested that constructivism is not a theory of teaching but rather a way of raising epistemological problems and trying to solve them. It is not the intention of this paper to fall into simplifications which are typical of constructivism but to highlight some of its positive aspects such as underlining the importance of a positive attitude in learning.