Transdisciplinary and decolonial general education in a democratic society

Abstract

This is a critical conceptual reflection of transdisciplinary general education as a promoter of decoloniality in a democratic society. The importance of plurality and integration of knowledge, experiences, significant life experiences and values ??of those who participate in the educational process, its consequent result in transformative praxis and the empowerment of citizenship in an emancipatory democratic context, is holistically analyzed. Philosophically, this transdisciplinary and decolonial vision promotes an ethical consciousness and complex political action that requires a critical examination of the relationship between teaching and learning and all its complex components. It is a proposal for critical convergence towards the advent of a new way of being, thinking, doing, and feeling for those who participate in this complex process. Three thematic areas are discussed: (1) Transdisciplinary general education and democracy, (2) Pluri-dialogues, decoloniality and democratic life and (3) Decoloniality, democratic praxis and transdisciplinary general education. This work has the purpose of generating transformative praxis in society, where knowledge is democratized, liberating, and emancipating in the context of the conditions in which it is inserted in Latin America and the Caribbean. The conclusion of this work leads to consider that the production of new knowledge, the axiological revaluation of general education from the decolonial transdisciplinarity will point out possible routes for the test of democratic alternatives in attention of the current social complexity.