Overview

This doctoral thesis develops a critical stance towards the Venezuelan educational system, immersed in a dynamic society that faces constant challenges. The study is framed within the university and public sector research line, due to its link with educational policies and teaching practice. A qualitative perspective was adopted, based on disciplinarity, complex thinking and systems theory, typical of postmodernity. The research employed the grounded theory method, with interviews to key informants, using open, axial and selective coding, qualitative content analysis and the constant comparative method, supported by the Atlas.ti tool. The main finding reveals that the current educational system is undergoing a profound crisis, characterized by its asystemic and anachronistic nature. In response, a model based on transdisciplinarity and decentralization as engines of self-organization is proposed, connecting knowledge and promoting new forms of knowledge from a holistic and creative approach, adequate to the challenges of postmodernity.

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