Los saberes pedagógico y didáctico como lugar de Enunciación: un Currículo no-Parametral

This article shares the findings of doctoral research that asked how to re-read pedagogical and didactic knowledge to build a non-parametral curricular proposal in the common component of seven bachelor’s degrees from a Colombian public university. For this, from the historical-hermeneutical paradigm, the Non-parametral Hermeneutic Spiral (EHNP) was designed, which brings together the Gadameran circle, the Ricoeur arch and a critical-decolonial twist. In addition, the systematic review of 50 studies was combined with documentary analysis, interviews, reflection circles and participant observation, collectively validated. It was found that the institutional documents present these saberes as content that is approved, with technical-practical interest; even, the educational project does not define pedagogical knowledge. Instead, the re-reading understands them as a place from which the one who teaches is recognized in its history, territory and subjectivity. Therefore, the non-parametral can be brought to institutional curriculum design in the framework of transformative training.