Notes for the Genealogical Approach to the Teaching of Engineering

The relationship between pedagogy and science is addressed in this article from the following question: ¿Do the contents of what we teach undergo any modification when it comes to being taught and does this modification create any novelty? The reflection in this article is oriented to the analysis of the relationship between pedagogy and science, with a genealogical vision of the emerging situations of the teaching-learning process since the 12th century.