La educación patrimonial transcompleja en el aula mente social y las instituciones educativas

Abstract

This research article presents a research with a hermeneutics-comprehensive, diatopic and ecosophical approach as a transmethod of theoretical construction; observing theoretical axes of Transcomplex Patrimonial Education (TPE) in the social mind classroom and educational institutions. The research aims at understanding everything related to Patrimonial Education, all its knowledge and each of the categories: culture, transcomplexity, cultural heritage, transmodernity, ecosophy, among others. In the final rhizome, there are new looks from the TPE builders, which are processes re-appraised to our native culture: In the first place, students learn, unlearn and relearn patrimonial knowledge and educational loops are created under different levels of reality from the scientific knowledge to underground knowledge and vice versa. Then, with the dialogic principle of the TPE, equality is seen as a dialogue between individuals and communities, promoting cultural diversity as a heritage value along with the highest cultural heritage: land. Finally, the social and political inclusion of our aborigines is claimed from decolonization, responsibility and solidarity perceived as the communion of people who recognize and manifest themselves as brothers in a country that shelters them.