Decolonize thought using dialogic argumentation linked to Amerindian thought as a strategy to improve teaching and learning processes: a qualitative group approach

Abstract

A systematization of experiences includes a critical reflection from the practice starting from the reconstruction and ordering of two objective and subjective factors that intervene in that experience, to extract learned and shared, to contribute to a critical dialogue between the stakeholders of two research processes , to contribute to conceptualization and theory, to contribute to a better practice. As educational experiences in post-modernity require transformations, no sense of appropriation of a philosophy of life, of American thought as a tool to decolonize or thought supported by dialogic argumentation and amphibious research for the construction of an American philosophy, starting from altersophy., Tetrasophy and nosotrity in post-modernity bioconfiguration. Starting from the worldview, alteration appears as a strategy not to begin two processes of incapacity and learning.