Transepistemes of decolonial theory in complex planetary decolonial education
The planetary decoloniality of knowledge and the geopolitics of liberating knowledge-knowledge is an approach to any decolonial theory in Complex Planetary Decolonial Education (EDPC, Spanish intials). In the lines of research: planetary decoloniality-complexity in re-ligation; transepistemologies o...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Cadernos de Campo: Revista de Ciências Sociais |
| Idioma: | portugués español inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/18280 |
| Acceso en línea: | https://periodicos.fclar.unesp.br/cadernos/article/view/18280 |
| Access Level: | acceso abierto |
| Palabra clave: | Planetary decoloniality Complexity Education Transmethodical Theory Decolonialidad planetaria Complejidad Educación Transmetódica Teoría Decolonialidade planetária Complexidade Educação Transmetódico Teoria |
| Sumario: | The planetary decoloniality of knowledge and the geopolitics of liberating knowledge-knowledge is an approach to any decolonial theory in Complex Planetary Decolonial Education (EDPC, Spanish intials). In the lines of research: planetary decoloniality-complexity in re-ligation; transepistemologies of knowledge-knowing and complex transmethodologies and planetary-complex decolonial transmethods, transepistemes of planetary decolonial theories are configured in Complex Planetary Decolonial Education (EDPC). The transmethod is the comprehensive, ecosophical and diatopic hermeneutics, going through the analytical, empirical and purposeful moments. At the propositional moment, a transepisteme is assumed as an axiom of decolonial theories that all human beings are educable and capable of freeing themselves in their process, respecting their worldviews and human condition. The transepistemes of the educational theories in the EDPC in the recursive principle promote as hypotheses: technologies and innovations are only teaching instruments that must be promptly supervised and contribute to the promotion of buried knowledge, and diatopia. |
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