Epistemological elements for a decolonial reform in the educational model of the University

Abstract

OBJECTIVE: critically address the ideas about the need for a new alternative educational model at the University of San Carlos de Guatemala and the processes to be developed in a change from colonial to decolonial paradigm. METHOD: through a study with a Qualitative approach, exploratory scope and Grounded Theory design. An in-depth documentary review was carried out, consulting various authors of the vision of Decoloniality in Latin America. RESULTS: The main results are framed in how the university is today a space that progressively embarks on an alarming entropy; understanding this as “the disorder inherent in a system”. It is therefore evident that proposing a new alternative educational model that decolonizes academic and teaching practices is a necessary strategy. This interpretation is made in the analysis of the discourse carried out throughout the arguments of the article. CONCLUSION: Higher education must respond to the diverse communities, with sustainable curricular programs that ensure intercultural education, with a pertinent decolonial academic and teaching approach.