Por una con-ciencia educativa en red

Abstract

In an increasingly complex world, the unilateral understanding of such variables realities as social and educational looks like a difficult path. This contradiction present in our (post)modern societies is accompanied of power relations that legitimize a single point of view of experiences and knowledge. Through theoretical reflection, is intended to assist to unmasking the processes of legitimation of modern science and of delegitimation of other ways of knowing, especially in education. We need to evaluate other pathways to inclusion, which collect the urgency to change dominant epistemological paradigms to other based on plural and horizontal knowledge networks. Stated in the text that other education must develop, epistemologically inclusive, and with ideas as network, daily, plurality and horizontality as pillars, crucial to a democratic understanding of the world.