Decolonial epistemic knowledge in Latin American university training.

Abstract

Some formative bets and tendencies, in the Latin American university educational contexts,
are academically consolidated by the strategies that seek to rethink curricular hegemonies of
the Western tradition. Thinkers such as Pablo Freire from the Pedagogy of the Oppressed
(1990), and Pedagogy of Liberation (1989), or Josef Estermann (2017) with the works on the
interversity of knowledge inspire and give solidity to this reflective exercise, From this
perspective, it is proposed as the main objective, to show how at the Santo Tomás University
in Colombia and the Department of Humanities of the Bucaramanga section, a research and
pedagogical commitment is led from the Human Development Research Group, in the line of
Citizenship and Democracy, centered on the effort to create a decolonial pedagogy. The
findings evidenced in the work, allow the interpellation of the Eurocentric university
curricula that are completely unaware of the entire Latin American cultural and
epistemological tradition. This particular investigative exercise allows us to conclude the
importance of the decolonization of being and knowledge in our educational settings,
particularly emphasizing the orientation towards a Latin American university approach,
where an education that contributes to thinking of ourselves as autonomous beings and
responsible for our own educational processes is promoted, historical, cultural, epistemic.