Building interdisciplinary knowledge from critical-decolonial experiences in education

Abstract

The epistemological, methodological, and political shift proposed in various epistemic fields allows for the reconstruction of new discourses and knowledge committed to new re-readings around decoloniality and the need to appeal to interdisciplinary knowledge about reality.

The documentary research is based on situated experiences in research projects carried out at the secondary and tertiary education levels, from which different proposals for interdisciplinary approaches and knowledge construction emerge that start from the analysis of colonial signs and a structure of universal knowledge that strengthens the criterion of power-knowledge coloniality.

The adoption of a homogenizing and hegemonic language and system of practices takes a toll on the production and legitimization of knowledge and the institutionalization of control devices.

Constructing knowledge from complex and interdisciplinary thinking entails a repositioning and recognition of the transformative capacity of subjects as active producers of knowledge situated in the emergence of a new alternative posture and the visibility of absences, as well as in the search for a praxis oriented towards creating and building new social, political, cultural, and thinking conditions.

Revising scientific-conceptual constructions, disciplinary statutes, and objects constructed by the Social Sciences towards the possibility of building interdisciplinary or transdisciplinary proposals from a decolonial perspective that cooperates in breaking the unique, fragmented, and universal history that characterized modernity and beginning to understand that the knowledge of the past recognizes other local and multiple dimensions.