Resumen

APAZA COCA, Karina S.  y  DOMIC PEREDO, Galia. Critérios e aprendizagens para a construção de um diálogo inter e transdisciplinar desde as ciências humanas e sociais na Universidad Mayor de San Andrés, Bolívia. Revista de Psicologia [online]. 2025, n.33, pp.21-42. ISSN 2223-3032.  https://doi.org/10.53287/ttim4053nb16p.

This article analyzes the possible criteria for the building of an inter- and transdisciplinary dialogue as part of an inclusive paradigmatic approach and co-learning from the knowledge of the human and social sciences. Five researchers have participated in it and have answered a protocol of open interviews using the methodological principles of the Grounded Theory, which is based on theoretical sampling, starting from a hypothetical starting point and then identifying concepts, categories, propositions, etc. These qualitative data with the help of NVivo10 are coded, performing an iterative analysis of the data for the identification of concepts and/or categories intended by the Grounded Theory. These criteria are analyzed based on the researchers' own experiences and according to Montouri's proposal (2012) for the development of transdisciplinary research. The results present three criteria and fourteen articulating elements as proposed by the researchers, and in contrast to Montouri's (2012) proposal we find that dimension 1 "Based on the investigation rather than the discipline", is where most of the researchers considered to have experienced some progress in the development of their research. The analysis of these criteria led to twenty-three concepts that are part of their learning process. The results and experiences in the bibliographic review show us that there is no unique formula for the development of an inter and transdisciplinary dialogue, but there is the development of paradigms based on situated experiences. The collaborative network space has allowed researchers in the human and social sciences to develop experiences in inclusive innovation based on the generation of new forms of production and democratization of knowledge.

Palabras clave : Interdisciplinary; Transdisciplinary dialogue; Paradigms; Co-learning; Metacognitive.

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