Sistemas fractales como posibilidad para refundar/resignificar sistemas etnoeducativos en Colombia

Abstract

Objective: To introduce fractal systems as a way to address the ethno-educational system’s micro and macro networks, achieving a holistic understanding of its semantic networks or essential warps. Method: The path was gradually built up, making the hologramatic journey a reality from the complexity perspective. Phases involve exploration, reflection, deepening, and broadening. A methodology based on projects and journeys derived from the dialog as regards the problem in depth, argued from the complexity. The education, the fractals, the complexity, and the ethno-educational systems are analyzed, based on the reconfiguration of semantic networks. Relationships and networks are suggested, exceeding reduction and segmentation through transdisciplinarity, based on an exercise involving summaries, relation, and dialogicity from the mathematics of complexity. Discussion y Conclusion: The hologramatic journey opens up the possibility of binding the components of the ethno-educational systems through fractal characteristics, as well as the relevance of its impact projection.