Editorial Vol. 12(24)-2024. Resizing scientific knowledge

Abstract

The insertion of different budgets in order to generate considerable redimensions of knowledge in the Latin American educational context, tending to promote an inclusive, participatory and leading educational process, equally the demand for new redefinitions to promote an epistemic anchoring that reconsiders such specific issues as cognitive right, otherness, critical cultural perspectives, which in turn allow to interweave and equate the principle of a process that seeks to remedy through the adaptability of methodological means, the intervention of educational projects and crucial research; which, account for the need to establish cognitive justice, forceful challenges that expand different fronts of struggles.