Decolonizar la educación universitaria: un camino hacia la transformación de la UNERMD

Abstract

Abstract The objective of this article is referred to reflect on the decolonization of university education in order to transform the UNERMB to the productive process of its communities, in a critical reflection coupled with educational practices that generate formative and creative spaces, assuming for this the approaches of authors like Bigott, capturing reflective postures. It is located in the documentary research modality where theories that allowed discussing the research topic were reviewed. It was used as a methodology to discover ways of interpreting reality from the discourse, applying critical hermeneutics for this and the selected design was transversal, by virtue of its study in a single opportunity. It is concluded that university education remains attached to traditional models with a mechanistic pedagogy that has generated an educational praxis out of step with reality with a passive interaction in the students’ classrooms with their historical-social reality. Hence the importance of eradicating the colonization of education, to give way to the transformation of the university that seeks the emancipation of critical reflective students from their environment, using collaborative work with the IAP to develop an emancipatory critical vision, creating spaces that promote a critical conscience.