Convergent Pedagogical Knowledge from Epistemic Interculturality, as a Path for Building an Innovative and Inclusive Philosophy (Phase 1)

This project addresses the problem of knowledge fragmentation and epistemic discrimination, stemming from cultural imposition that undervalues ancestral and emerging knowledge systems. The main objective is to construct an innovative and inclusive educational philosophy through the convergence of pedagogical knowledge grounded in epistemic interculturality. The methodology begins with designing and applying research instruments (qualitative or quantitative) targeting students, university faculty, and scientists, followed by expert validation and data analysis to produce a diagnostic report. Subsequently, extensive bibliographic research will be conducted to structure theoretical-conceptual inputs. The project will culminate in writing and publishing academic articles and books in indexed journals, and disseminating findings at national and international academic events. Direct beneficiaries include educational stakeholders, researchers, and scientists across various disciplines.<br/><br/><b>Goal</b>: <br/>To establish convergent pedagogical knowledge based on epistemic interculturality as a pathway for constructing an innovative and inclusive educational philosophy.<br/><br/><b>Research lines</b>: <br/>Philosophy of education