With comprehensive, diatopic and ecosophic hermeneutics as a transmethod of theoretical construction, epistemic theoretical axes of heritage knowledge framed in transmodernity are analyzed; understanding the interiority of heritage knowledge, culture, transcomplexity, cultural heritage, transmodernity, Transcomplex Heritage Education and ecosophy. In the final rhizome the patrimonial knowledge and the transmitted information do not capture all the meaning, the relationship of the patrimonial knowledge between subjects is intersubjective, a decolonization of them and their considerations based on citizenship and their identity is urgent, accepting that said knowledge involves complexity. Transcomplex Heritage Education configures a dynamic, emergent, related and relative process, where cultural heritage becomes more complex from learning, unlearning and relearning following the traces of ...

With comprehensive, diatopic and ecosophic hermeneutics as a transmethod of theoretical construction, epistemic theoretical axes of heritage knowledge framed in transmodernity are analyzed; understanding the interiority of heritage knowledge, culture, transcomplexity, cultural heritage, transmodernity, Transcomplex Heritage Education and ecosophy. In the final rhizome the patrimonial knowledge and the transmitted information do not capture all the meaning, the relationship of the patrimonial knowledge between subjects is intersubjective, a decolonization of them and their considerations based on citizenship and their identity is urgent, accepting that said knowledge involves complexity. Transcomplex Heritage Education configures a dynamic, emergent, related and relative process, where cultural heritage becomes more complex from learning, unlearning and relearning following the traces of ...

La Educación Patrimonial Transcompleja (EPT) es el ejercicio educativo que basándose en el asunto patrimonial de un ciudadano comprometido propende una identidad que lo define e identifica con su patrimonio cultural. Con entrevistas abiertas a tres (3) profesionales, se usó el transmétodo análisis del discurso para proceder a encontrar las ideologías de los actores entrevistados en las etapas: el sintáctico, el semántico, y el pragmático sustentando la EPT desde los saberes soterrados y aportar a la EPT. Del análisis se tiene que de los entrevistados que provienen de la Ciudad profundamente freiriana, aquella educadora, que convoca a aprender a leer la ciudad, sus habitantes y su cultura; legitima los saberes soterrados que de ella se develan. Esto implicará descubrir su historia a partir de los signos y elementos que evocan su caducado patrimonio olvidado no reconocido; trans...

With comprehensive, diatopic and ecosophic hermeneutics as a transmethod of theoretical construction, epistemic theoretical axes of heritage knowledge framed in transmodernity are analyzed; understanding the interiority of heritage knowledge, culture, transcomplexity, cultural heritage, transmodernity, Transcomplex Heritage Education and ecosophy. In the final rhizome the patrimonial knowledge and the transmitted information do not capture all the meaning, the relationship of the patrimonial knowledge between subjects is intersubjective, a decolonization of them and their considerations based on citizenship and their identity is urgent, accepting that said knowledge involves complexity. Transcomplex Heritage Education configures a dynamic, emergent, related and relative process, where cultural heritage becomes more complex from learning, unlearning and relearning following the traces of ...