Epistemic Approach for the Generation of Knowledge:

Educate and Train in and for the Superior

Abstract

The article generates analysis from a post-structuralist perspective and reflects on the current conditions that govern the production of knowledge in the field of higher education, particularly in the fields of human and social sciences, about the excellent professional training that is imputed to the university, still today founded on disciplinary assumptions, as a guarantee of objectivity and regulated and regulated epistemic property. At this level, the thesis of epistemic subversion is defended in order to achieve curricular integration processes that, in the order of interdisciplinarity, empower to think objects of knowledge, problematize and study shared problems that become dynamic and empowering devices of practical and scientific solutions tending to the generation of knowledge-based on overcoming the multiple needs that afflict the population. It makes an insurgent disciplinary and epistemic bet in order to promote the emergence of a curriculum made up of fields of knowledge rather than independent and exclusive disciplines, assuming interdisciplinary research as an academic management device to enhance the realization of the educational mission, proper from the University of Tolima.