Sabiduría Epistémica Situada: Una Propuesta de Triangulación Transdisciplinar entre Saberes Empíricos y Científicos

This article reflected on the need to overcome the fragmentation of knowledge in contemporary education through the articulation of scientific knowledge and traditional knowledge built within the community. From the perspective of epistemic integrality, the contributions of Morin's complex thought, Nicolescu's transdisciplinarity, and Wilber's integral theory were analyzed and interconnected, with the aim of constructing a theoretical framework that would allow for understanding and addressing the educational challenges arising from the dynamism and complexity of reality. Based on a theoretical review and the analysis of recent research aimed at integrating community knowledge in educational contexts, a triangulation between empirical knowledge and scientific knowledge was carried out. This process made it possible to identify the emergence of a transdisciplinary understanding of knowledge, understood as a form of articulation that goes beyond the mere complementarity and enables the integration of multiple rationalities without epistemic hierarchies. The results argued that this triangulation favored meaningful learning by linking school content with the students' sociocultural contexts, and contributed to the promotion of cognitive justice and cultural relevance. Likewise, it was maintained that this process gave rise to the emergence of situated epistemic wisdom, understood as a form of comprehensive, ethical, and contextualized understanding of knowledge, aimed not only at explaining educational reality but at inhabiting and responsibly transforming it. From this perspective, education is shaped as a more human, critical, and relevant formative space in the face of the challenges of the 21st century.