SENSITIVE TRANSPHILOSOPHY-EDUCATION: A-SIGNIFICANT BREAKS WITH COLONIALITY

RUPTURAS SIGNIFICATIVAS COM A COLONIALIDADE

Abstract

In the persistent atomizing colonial crisis of education that trains human beings for competition and lack of compassion among other evils, their a-signifying ruptures that we promote with Sentipen-sante Tran-sphilosophy are urgent. As an objective we base the dyad: Sentipensante transphilosophy-education with a-significant ruptures with coloniality, we will answer questions such as: and the global educational pact? The inquiry that belongs to the lines of research: Planetary Decolonial Education - complex tran-sepistemologies; Complex transmethodologies and planetary-complex decolonial transmethods; Paulo Freire: the wanderer of utopia in transmethodologies and planetary decoloniality-complexity in re-linkage. We carry out a transmethodology with rhizomatic deconstruction as a transmethod, passing through interwoven deconstruction and reconstruction. In deconstruction we have highlighted the evils of education from the lack of decolonized philosophy, and which has been marked by Western philoso-phy; and we deconstruct the intentionality of the Global Educational Pact. In the reconstruction we show that we must educate the human being in his complexity, urgently destabilize the fixed categories imposed to investigate education from fixed reductionist methods and complexly recreate knowledge, educate in the light of the enrichment of the contribution of marginalized groups. Planetary education is urgently needed to achieve an anthropopolitics and a politics of civilization; endorses the idea that edu-cation is a political praxis that forms a policy of humanity; all this inheriting the Morinian conceptions of education.