Being and producing collectively. Reflections about knowledge from the experience of the Integral Training Spaces

Abstract

In this article we share some epistemological and theoretical reflections on integrality as a perspective that requires a transformation in the conception of science and university teaching, which aims to co–produce knowledge from the dialogue of knowledge. We focus on the experience of the Integral Training Spaces of the University of the Republic, as pedagogical devices that favor the relationship between the subjects and their knowledge, as well as preparing to collectively produce from being together. Likewise, we introduce some methodological approaches and didactic strategies that promote participation and co–production. Finally, we problematize the notion of dialogue of knowledge, thinking of it as a goal and guide to integrality, and we suggest that the Integral Training Spaces allow the production of educational practices based on dialogue between involved actors.