Epistemic traces for a transformative education: a first approach from an epistemic social situated subject

Abstract

The epistemic trajectory developed by Latin Americans has implications in all areas of life, where awareness reinforces decolonial thinking, allowing to appreciate the richness of socio-cultural diversity. Also, education is the fundamental pillar by which the epistemic social subjects are educated in the process of mutual feedback, called educational practice. The objective of the theoretical article is to reflect on epistemic traces for a transformative and better quality education; being the first approach of a situated epistemic social subject. According to the methodological procedures, the socio-critical paradigm and bibliographic review were used. The final reflections point out that there must be awareness of epistemic traces; Latin Americans must visualize and reflect that education possesses monocultural and universal ideological support and approaches, making visible that every person is a social situated subject when he or she becomes an intersubjective human being in the process of learning.