Education and Prenatal pedagogy: an epistemological approach

Abstract

The study of prenatal education from a pedagogical perspective is a social and scientific challenge that has not yet been sufficiently addressed. This paper explores the theoretical foundations, justification, and definition of the prenatal stage and prenatal education as a priority field within Pedagogy. The article is structured into three sections: the prenatal stage is examined; prenatal education is described and classified; and finally, prenatal Pedagogy is conceptualized as an emerging discipline along with its areas of action, reaffirming its scientific background and highlighting its potential for interdisciplinary work.