Colonialidad epistémica del currículo: una mirada desde la educación superior en Colombia
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Fecha
2022
Autores
Tovar Alandete, Oscar Javier
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente trabajo de investigación muestra como la universidad y la sociedad se
desenvuelven dentro de un sistema entrópico que se dinamiza a través de unas relaciones de
poder, se evidencian algunos elementos de colonialidad existentes dentro de las configuraciones
epistemológicas curriculares, de igual manera se pudo identificar como la discriminación
epistémica están presentes en los contenidos curriculares de las universidades así como algunos
elementos de unicidad que se expresan desde las relaciones de poder, razón por la cual nos
propusimos en un primer momento comprender las apuestas epistemológicas que se están
implementando en los procesos curriculares en la educación superior. A partir de lo anterior, este
proyecto de investigación pretende dar luces para establecer una postura curricular decolonial
que busque establecer una ecología de saberes en los contenidos curriculares.
La investigación parte inicialmente desde una revisión documental la cual nos permitió
realizar un recorrido teórico a nivel nacional e internacional sobre el problema de la colonialidad
epistemológica en los currículos universitarios, se implementó la entrevista a expertos, esta nos
conllevó al análisis y a la reflexión respecto al problema de investigación. El paradigma de la
investigación es el Historico-Hermeneutico, la cual se basó en un proceso de interpretación
establecido bajo un criterio religador; por lo tanto, la investigación se desarrolló dentro del
marco de la etnografía. En definitiva, se concluye a través del análisis de los resultados la
emergencia de un currículo que permita rescatar la vida como principio rector de toda
configuración curricular.
The present research work shows how the university and society develop within an entropic system that is dynamized through power relations, some elements of coloniality existing within the curricular epistemological configurations are evidenced, in the same way it was possible to identify such as epistemic discrimination are present in the curricular contents of universities as well as some elements of uniqueness that are expressed from power relations, which is why we initially set out to understand the epistemological bets that are being implemented in the curricular processes. in higher education. Based on the above, this research project aims to shed light to establish a decolonial curricular posture that seeks to establish an ecology of knowledge in curricular content. The research initially starts from a documentary review which allowed us to carry out a theoretical tour at a national and international level on the problem of epistemological coloniality in university curricula, the interview with experts was implemented, this led us to the analysis and reflection regarding the Research Problem. The research paradigm is the Historical- Hermeneutic, which was based on an interpretation process established under a religator criterion; therefore, the research was developed within the framework of ethnography. In short, through the analysis of the results, the emergence of a curriculum that allows rescuing life as the guiding principle of all curricular configuration is concluded.
The present research work shows how the university and society develop within an entropic system that is dynamized through power relations, some elements of coloniality existing within the curricular epistemological configurations are evidenced, in the same way it was possible to identify such as epistemic discrimination are present in the curricular contents of universities as well as some elements of uniqueness that are expressed from power relations, which is why we initially set out to understand the epistemological bets that are being implemented in the curricular processes. in higher education. Based on the above, this research project aims to shed light to establish a decolonial curricular posture that seeks to establish an ecology of knowledge in curricular content. The research initially starts from a documentary review which allowed us to carry out a theoretical tour at a national and international level on the problem of epistemological coloniality in university curricula, the interview with experts was implemented, this led us to the analysis and reflection regarding the Research Problem. The research paradigm is the Historical- Hermeneutic, which was based on an interpretation process established under a religator criterion; therefore, the research was developed within the framework of ethnography. In short, through the analysis of the results, the emergence of a curriculum that allows rescuing life as the guiding principle of all curricular configuration is concluded.
Descripción
Palabras clave
Colonialidad epistemológica, Currículo, Complejidad, Subjetividad social, Epistemological coloniality, Curriculum, Complexity, Social subjectivity
