Abstract
This article aims to reflect on the Teaching and Learning Constructivist Conception that currently impacts recent educational discourses. To achieve this, its origins will be located and its impact on the contemporary educational act, analyzed through a critical epistemology which, from a Kantian perspective, alludes to the establishment of limits around the object of study. Part of the analysis will include the possibility of dialoguing with the viewpoint of different authors (Derry, 1996; Gaubeca, 2008; Shunk, 2012; and others) who have facilitated an objective reflection on this educational movement, illuminating the possibilities and risks that take place when this approach is introduced in the teaching-learning scenario.