Hacia un modelo educativo transmoderno para la universidad latinoamericana.

Abstract

Deep processes of historical, political, economic, cultural and pedagogical colonization are inherent in postmodernity. The Latin American university, sustained and nourished by these processes, legitimizes the narrative and ideology of the capitalist system, hiding the symptoms of the current civilizational crisis. From its discourses, values, policies and institutional practices it imposes a standardized vision of the world; Transmodernity, on the other hand, is understood as a divergent and decolonial societal project that vindicates key aspects such as Latin American regional identity and its sociocultural diversity. The purpose of this essay is to reflect on the contributions of Enrique Dussel's transmodern philosophical thought in the constitution of a university educational model in accordance with the particularities and complexities that cross the region, whose causes and consequences are generated by the hegemonic economic model. A transmodern university would promote the ethical reconnection of the subject-subject and the context-subject.