University of otherness; for an ecology of knowledge and teaching

Abstract

With the rise of the postmodern era, not only was there a critique of the scientific and educational project of modernity and the public university where reason, the authority of the professor and the non-recognition of cultural diversity defined the emancipatory and enlightened project of this civilizing form, but also the possibility that other discourses such as ethnic pluriculturalism, learning styles, environmental care and respect for customs would be incorporated into the social and educational agenda. However, this era took on other horizons of meaning and began to create a type of society and educational processes in higher education institutions oriented towards the post-humanist disintegration of the being, the deepening of a pedagogy leading to performance and its quantitative evaluation and the creation of technological devices for the organization and control of subjectivities. Therefore, in this scenario it is necessary to found a university of otherness, which approaches understanding the knowledge and ethics of the native peoples, builds strategies to integrate Multitutoring as a phenomenon of correlation of specialists to problem solving and the possibility of generating views on individual and collective needs observed in the New Chiapas School as possibilities of attending to the life of the communities and also those linked to the sentipensant.