Una mirada del racionalismo al constructivismo en la generación de conocimiento en la escuela.

This bibliographic review article aims to provide relevant information on the origin of knowledge and its influence on pedagogical models in schools throughout history. A methodology with a qualitative approach was used, a method based on the PRISMA guide, the documentary analysis technique and a data collection record sheet as an instrument. The results show diverse positions from the epistemological point of view where the origin of knowledge approach has been adopted in the pedagogical models according to personal and institutional criteria. The conclusions reveal that today in educational institutions, teachers focus their interest more on issues concerning the pedagogical model, but without going into detail about the epistemological debate. [ABSTRACT FROM AUTHOR]