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"Technology transfer in historical-educational studies from complex epistemologies," based on advanced pedagogical research, represents an epistemic and paradigmatic leap from the traditional way of conceiving historical-educational research. Through the development of critical thinking, it is possible to project a vision of knowledge that challenges the limitations and simplifications inherent in these classic disciplinary and parallel approaches. This involves a deconstruction and a new configuration of the framework of research models and alternatives that transcend historical-educational studies with a transcomplex meaning and scope, from the educational sciences and pedagogy in particular, from the essence of emerging pedagogies, combining traditional approaches with innovative and active methodologies, aimed at understanding educational evolution in specific historical contexts and transforming contemporary teaching practice. The rehearsal aims to establish a system of theoretical and methodological connections between technology transfer, complex epistemologies, and historical-educational studies, as a contribution to developing the state of the art in cutting-edge pedagogical research.
