RHIZOMES, FRACTAL STRUCTURES OF NATURE IN TRANSEPISTEMIC DISOBEDIENCE IN THE CURRICULUM

Abstract

As a complex research objective, we support rhizomes as fractal structures of nature in transepistemic disobedience in the curriculum. This is a complex planetary decolonial transmethodical inquiry with complex rhizomatic deconstruction through which the Eurocentric futility of research is evidenced, as well as complex planetary decolonial proposals from which other mechanisms for subjects in education emerge, in addition to the contributions obtained from research processes correlated with complex academic curricular practices, whose purpose points to the liberation of the South; with the contribution of authors such as Michel Foucault, Gilles Deleuze, Félix Guattari, Paulo Freire, Jacques Derrida, Enrique Dussel in accordance with decolonial and complex inquiries. In deconstruction, profoundly disruptive rhizomes emerge in a decolonial and sentipensatory curriculum, irreverently addressing the outdated colonial ways of investigating that have so oppressed human beings. The invited authors contribute essences for resisting, decolonizing, detaching, and reconnecting their own thinking, from the clear and fruitful position of their understanding as oppressed beings and the need to liberate themselves, to rescue themselves.