Doctorado en Educación
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Browsing Doctorado en Educación by Author "Erazo Cruz, Cicerón"
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Item Transmodagogía. Una pedagogía crítica latinoamericana desde los supuestos pedagógicos transmodernos de Enrique Dussel (1992-2022)(Universidad Santiago de Cali, 2024) Erazo Cruz, Cicerón; López Noreña, GermánThe uncritical, unconscious and oppressive pedagogies of the totality, of the system, in charge of the hegemonic cultural reproduction, are manifested through Euro-anglocentric and neoliberal schools and educations, educators in a foreign and alienating culture of the popular tradition of the diverse and different communities and peoples of Our America, of the Abya Yala. In this sense, the research has the objective of formulating a critical Latin American pedagogy from the transmodern pedagogical assumptions of Enrique Dussel. In order to fulfill this purpose, the research will be carried out within the interpretative paradigm, with a qualitative approach (in a theoretical and analytical, non-interactive horizon), of an analogical hermeneutic type and design. The Documentary Content Analysis (DCA) technique and its various instruments were used to collect information and process the data. Thus, first, Latin American Critical Pedagogies are reviewed in the period between 2012 and 2022. This involves an approach to their origin and historical development, the passage through some of their descriptive nodes, the reflective presentation of their most relevant conceptualizations and the sample of three examples of them. Afterwards, transmodernity is analyzed in Enrique Dussel's work after 1992, taking as a guiding thread the six diachronic stages that allow defining it as a world project of liberation, a realizable planetary pluriverse. Finally, Enrique Dussel's transmodern pedagogical assumptions from 1992 to 2022 are identified, translated into critical pedagogical, epistemic, ethical and political ruptures. It concludes, with the initial formulation or preliminary approach to the conceptualization and defining characteristics of a new Latin American critical pedagogy called transmodagogy or transmodern pedagogy. All this, in order to contribute to de(s)colonize and transform education in Latin America