NOTAS PARA UNA EDUCACIÓN TRANSCULTURAL

Abstract

The article examines, first, the cognitive and interrelational implications of the adoption of ways of thinking and interacting with the world other than those governed by the Cartesian reductive-disjunctive paradigm dominant in the West and, as a result of colonization first and then of a unilateral globalization, in much of the planet too. Then it outlines some principles for a possible educational reform towards cross-cultural
pedagogies that are not limited to favor the expression of different ways of thinking and living in society, but that restructure the curricula and
educational practices in the optic of polyphonic strategies of knowledge production and interaction with ourselves, the others and the world. Finally, it reconstructs some cross-cultural teaching experiences practiced by the author, drawing some conclusions from the reported experiences and the reflections developed in it.