Vol. 16 No. 1 (2026)

This dossier brings together interdisciplinary works that examine, from a critical perspective, how colonial legacies, structural inequalities, and technological transformations impact education, democracy, territory, and collective life. The issue addresses proposals for curricular decolonization, dialogue among different forms of knowledge, project-based learning, and artificial intelligence, along with debates on socio-environmental sustainability, gender, biotechnology, and historical memory. Collectively, their contributions advocate for an education capable of recognizing epistemic plurality, strengthening community participation, and promoting more just and inclusive institutions committed to human dignity and the care of the planet.