Objective: This comparative study aims to unveil practices that transition from instrumental evaluation to an appreciation of cultural knowledge within the framework of transmodernity, as understood through the epistemologies of the South (Mora, 2023).
Relevance: The study seeks to epistemologically ground new pedagogical assessment practices within a transmodern perspective, based on the ecology of knowledge and intercultural translation De Sousa Santos, (2010). This approach aligns with the humanistic, inclusive, intercultural, and equitable education promoted by the National Ministry of Education (MEN) within the guidelines of Colombia’s National Development Plan, positioning the country as a global powerhouse of life.
Methodology: Paradigm: Diatopic Hermeneutics (De Sousa Santos), an interpretation that transcends local perspectives and contexts to incorporate multiple forms of knowledge.
Method: Pluriverse Method (Ramón Grosfoguel), which draws on the paradigm shift in science towards “feeling-thinking”, Moraes and Torre (2002) and decolonial practices. These processes reconfigure thinking and feeling, two ways of interpreting reality, through reflection and emotionality.
Information Strategies: Participatory mapping, semi-structured interviews, focus groups, and community narratives. The study is supported by 12 preschool and primary school teachers from San Francisco Educational Institution, embedded in the rural communities of San Francisco, El Mansito, Guamo Pequeño, and Blanquiscal in the Piedecuesta municipality. Support was provided by the MEN’s Tutoring Program for Learning and Comprehensive Training.
Conclusion: The study reveals profiles that increasingly empower pedagogical practices by incorporating elements of transmodern assessment, which respond to biocentric learning and foster the development of better individuals capable of living in harmony with others and nature.
Objective: This comparative study aims to unveil practices that transition from instrumental evaluation to an appreciation of cultural knowledge within the framework of transmodernity, as understood through the epistemologies of the South (Mora, 2023). Relevance: The study seeks to epistemologically ground new pedagogical assessment practices within a transmodern perspective, based on the ecology of knowledge and intercultural translation De Sousa Santos, (2010). This approach aligns with the humanistic, inclusive, intercultural, and equitable education promoted by the National Ministry of Education (MEN) within the guidelines of Colombia’s National Development Plan, positioning the country as a global powerhouse of life. Methodology: Paradigm: Diatopic Hermeneutics (De Sousa Santos), an interpretation that transcends local perspectives and contexts to incorporate multiple forms of knowledge. Method: Pluriverse Method (Ramón Grosfoguel), which draws on the paradigm shift in science towards “feeling-thinking”, Moraes and Torre (2002) and decolonial practices. These processes reconfigure thinking and feeling, two ways of interpreting reality, through reflection and emotionality. Information Strategies: Participatory mapping, semi-structured interviews, focus groups, and community narratives. The study is supported by 12 preschool and primary school teachers from San Francisco Educational Institution, embedded in the rural communities of San Francisco, El Mansito, Guamo Pequeño, and Blanquiscal in the Piedecuesta municipality. Support was provided by the MEN’s Tutoring Program for Learning and Comprehensive Training. Conclusion: The study reveals profiles that increasingly empower pedagogical practices by incorporating elements of transmodern assessment, which respond to biocentric learning and foster the development of better individuals capable of living in harmony with others and nature. Read More