Transepistemic dialog of the relationship between pedagogy, decoloniality, and complexity. A grassroots perspective on pedagogy

Abstract

Pedagogy from the Roots overcomes the colonial and fragmented paradigms prevalent in educational systems. It incorporates identity, memory, and cultural diversity as central elements for an emancipatory and complex transformation of educational praxis, responding to the needs for recognition, interculturality, and epistemological justice. With a qualitative approach to critical analysis, a transepistemic dialogue is produced on the relationship between pedagogy, decoloniality, and complexity, based on Pedagogy from the Roots. Routes for transepistemic dialogue include: the decolonial attitude as a complex and transparadigmatic strategy in education; the construction of complex transepistemologies; the incorporation of feeling-thinking, subjectivity, and spirituality; the use of complex planetary decolonial transmethods; and the dismantling of colonial and modernist thought. The educational decolonial process advocates the repositioning of pedagogical and research content and methods to foster ethical, political, and relational learning that challenges the hegemony of modern Western knowledge.