Decolonial education and complex thought: keys for the future of being
DOI:
https://doi.org/10.15536/reducarmais.9.2025.4229Keywords:
Decolonial Education, Complex Thought, Teacher TrainingAbstract
This article examines the intersections between decolonial education and complex thought, proposing their integration as the foundation for pedagogical practice that guides the holistic development of being. Through a critical analysis of theoretical contributions—including those of Morin, Dussel, Freire, and Walsh—essential differences and strategic convergences between both perspectives are identified. This fusion, supported by the contributions of Rodríguez (2023), is argued to enable a rethinking of the aims, contents, and methods of education in an ethical, political, and planetary key. To illustrate this proposal, the article first analyzes the current context, recognizing its direct influence on teacher training and, subsequently, on the learning process. Following this, the epistemic bases of the theories are analyzed and critically contrasted to evaluate their contributions to the future of being. The final objective is to offer a projection of pedagogical practice when decoloniality and complex thought are united with a view toward teacher training.
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