La formación docente es indispensable para responder a los requerimientos de la compleja sociedad actual. De su conocimiento, iniciativa, praxis y creatividad depende el éxito o el fracaso del sujeto que aprende. Al modificar el rol del docente se transforma la actitud de los estudiantes. ¿Cómo entender la formación filosófica transdisciplinar? Este texto responde a este y otros cuestionamientos: ¿cuáles son los planteamientos pedagógicos afines a la era digital? ¿en qué medida las TIC se encuentran al servicio de una filosofía (...) educativa transdisciplinar?, ¿cómo se explica ese enfoque en la formación del docente?, ¿cuál es la función de la formación en la innovación educativa?, ¿cómo formar para la ciudadanía mundial?, ¿cuáles son las contribuciones de las nuevas ciencias para la formación educativa? El crecimiento exponencial de la ciencia y de la tecnología nos obliga a pensar en procesos formativos innovadores. En tal sentido, resulta imprescindible el estudio de estas problemáticas. (shrink)

In this article two series are analyzed: Black Earth Rising and Queen Sono, shows that are about African realities from an African perspective. The findings in this article show that both series address social and political issues such as neocolonialism, neoextractivism, internal colonialism, racism, inequality, justice, self-determination, corruption, violence, peace, memory, necropolitics, mental health, and decoloniality. I also argue that the shows could be used as pedagogical tools to raise critical consciousness in a wide public regarding the social and political (...) issues addressed. The research in this article has been conducted with a qualitative methodology, using both shows as case studies and using content analysis and bibliographical research. The analysis of the series is based in the discussion of critical theory and decoloniality approaches and authors, especially from Latin America and Africa. Furthermore, the analysis of popular media is a relevant effort to decolonize knowledge, using alternative and non-academic sources to produce and socialize knowledge. (shrink)

The second decade of the twenty-first century, seduced by a new libertarian impulse for Latin America, allowed us to visualize that there are still at least three problems that prevent us from getting rid of the system of international domination: colonialism, capitalism and patriarchalism. Three forms of cultural hegemony that Boaventura de Sousa Santos calls fascism, since in all three cases; relations of violence and lack of interest for others are highlighted. The proposal of the present work is multiple. First, (...) we intend to learn more about Latin American thinking that tries to talk about America from the roots of a denied culture. Second, we are interested in visualizing the research methodology used by Kusch to carry out his fieldwork, because she shows us that the voice of otherness is the spirit that guides the writing and conceptualizations of the philosopher. Third, the focus of interest will be placed on educational ecology, raised this aulical integration, from the active participation of educational subjects, and its articulation with possible strategies of training for a citizenship from a human rights perspective. Toward the end, we try to articulate these three points of interest: an epistemology organized around knowing South America and applicable to the field of the philosophy of education. (shrink)

El presente texto se centra en la crítica que el pensamiento decolonial ha dirigido a la cultura occidental, focalizada en la modernidad, como intrínsecamente violenta y respecto de la cual las culturas que sufrieron la colonización debieran cortar radicalmente. Con el objetivo de poner en cuestión algunos aspectos centrales de este planteamiento se analizan críticamente sus conceptos de modernidad, de geopolítica del conocimiento y de cultura.

This work develops different contributions that challenge the epistemological classic notions to dividing fields of knowing in those who are susceptible of being studied and learnt and those who are not, beyond the knowledge considered as such by the Academy or by certain hegemony of knowledge. We propose some perspectives that question this dichotomy and the notion of totality as its basis, as for example, intercultural philosophy, from Raúl Fornet-Betancourt; the rupture like a function of the concept itself, analyzed by (...) Arturo Roig; the consciousness of world product of the simultaneity proposed by Alexander Von Humboldt and finally the notion of the abysmal developed by Boaventura de Sousa Santos. These perspectives contribute to think an "epistemology of the South". However, we expect here to advance from that notion to other, that is postulated as an 'anthropophagic epistemology". So some basic knowledge of the Brazilian avant-garde movement of the 1920s are developed in order to pave the way in the consolidation of this new epistemological perspective. (shrink)

El presente texto realiza una comparación metafórica entre La Cuidad Letrada descrita por Ángel Rama y la realidad de la Universidad española en la actualidad con un trasfondo de igual reivindicación: «la democratización de las funciones intelectuales». Para ello, recurrimos a una metodología auto-etnográfica y a la narración de nuestro acontecer dentro de la academia. Prestamos especial atención a las crecientes lógicas mercantilistas de la institución y a «los nuevos letrados» —agencias de control de la calidad del conocimiento— y reflexionamos (...) sobre algunas categorías sociales como las de edad y género en tanto constructoras de diferencia y mantenedoras de estructuras de poder y desigualdad. (shrink)