The (co)construction of knowledge in discursive-academic communities: a socio-constructivist reflection on knowledge

Abstract

This article reflects on epistemology as a means to elucidate how knowledge practices are produced and transformed within academic communities. It places particular emphasis on the dynamics that emerge in each community and the agentive role played by its members in the co-construction of disciplinary knowledge, from a socioconstructivist perspective. The study highlights the importance of culturally shaped discursive genres, which contribute to the collective construction of knowledge and the establishment of social representations that characterize both the members and their discursive environments, with all their specificities. It reinforces the notion that academic practices are both learning processes and social practices, as dialogic-reflective interactions among members allow knowledge practices to be established with varying degrees of disciplinary affiliation and updating. Finally, it concludes that success within these communities is largely determined by the promotion of a visible pedagogy that acknowledges the plurality of voices and perspectives in academic training and interaction spheres, emphasizing identity-building in professional development. Therefore, this approach seeks not only to validate rigorous knowledge, but also to foster an environment in which both experienced and novice literates can problematize and re-signify academic discourse, thereby enriching the educational experience in higher education.