Searching transmodernity: from an integral curriculum to decolonial pedagogy in engineering

Abstract

In our daily lives we are confronted with “unusual and extraordinary” events that oppose natural laws, human values, laws and ethical principles, national and international, established for good global living. In the strengthening of consciences and reflective
acts, leading to the reaffirmation of these ethical principles and laws where decolonial pedagogy is essential. Here, reflective, inquiring and operative processes are presented to search for insurgent, critical, horizontal mechanisms and doings in decolonial pedagogy for the strengthening of consciousness and reflection in engineering students, and other participating actors, in order to reach new transdisciplinary and transmodern horizons. The research is descriptive, interpretative, phenomenological, field and horizontal. It analyzes the work of students, teachers and other university and extra-university actors carried out during two decades, such as: dissemination materials, training of human talent, publications, workshops and scientific events. The impact generated covers several dimensions that, based on ethics and values, influence the awareness and continuous reflection of the university and community communities. The dimensions are: environmental, research, social, productive and cultural. Thus contributing to the creation and application of decolonial practices that affect pedagogy, reaffirm and produce living and lead to transmodernity.