Rhizomatic inquiries - Complex Planetary Decolonial Education as asignificant ruptures

Abstract

In the planetary crisis, the analysis and demystification of the cold ignorance of many in the face of the imminent possibility of all perishing with the Earth as a homeland, colonial education has a great responsibility in the creation of an uncritical, indolent being with lack of love and solidarity in the face of difficulties. From a complex transmethodology, with the rhizomatic deconstruction transmethod, answers have been supported to why there are rhizomatic inquiries in Complex Planetary Decolonial Education.  Responses are insignificant breaks. This is the complex objective of investigation. The research belongs to the author's research lines: transepistemologies of knowledge and transcomplex transmethodologies and education-transcomplex transepistemologies. Rhizomatic deconstruction as a planetary, complex and transdisciplinary decolonial transmethod reconstructs the decadent colonial education to human essences, inclusive that forming insignificant ruptures leads to the acceptance of diversity and dignifies the tópoi; it brings them closer to their life nature, diminishing abyssal thinking. It is reconstructed, in unfinished conclusions of the investigation, the conditions lacking in the human condition and insignificant ruptures are exemplified from the characteristics of the rhizomes and the complex strategies of urgent conceptions in Complex Planetary Decolonial Education. The research subject is included with their feeling-thinking, subjectivity in the discourse going through the complexity of the human being: nature-body-mind-soul-spirit-God. Faith outside of the imposed religions avoiding modernity-postmodernity-coloniality.