Diatopy, decoloniality and complexity: what significance do they have in education today?

Abstract

In the research lines: Planetary Decoloniality-complexity in re-linking, Planetary Decolonial Education - complex transepistemologies and complex transmethodologies and the planetary-complex decolonial transmethods, the triad diatopy-decoloniality-complexity and its effectiveness in education today is supported as an objective of the inquiry. In the reconstruction the triad diatopy - decoloniality - complexity and its urgency in education brings: the peremptory decoloniality that would represent an implosion to the alienating intentionalities of education; it is conjectural of these comprehensions and exercises in praxis; diatopy aims at understanding what is separated from life and minimizing abysmal thinking; diatopy wonderful conjunction that goes to the embrace of the topoi, justice as a value that promotes peace as essence because there is no justice without peace; therefore it urges in concord without superiorities, attending the fringes of the unprotected of life. The triad diatopias-decoloniality-complexity safeguards in education the excellences of the human being, provokes them and puts them in evidence. It rescues the human condition in education, it is a promoter of an education that is problematizing the safeguarding of life, of the earth as homeland. It is a promoter of a policy of the human being in his education. Among the politics that safeguard life, the triad diatopias-decoloniality-complexity in education is to educate the human being in all its complexity. This is why we return to God our Arché who redeems us as humans in education, outside of atomizing religions, it is about a relationality that returns us to our complexity.