Espacio-tiempo en educación desde la perspectiva transdisciplinaria. Un recorrido de las formas que espacio y tiempo toman por la visión institucional responsable de los sistemas educativos. Se propone una estrategia de desescolarización que pase a través de un cambio radical en la forma de usar el espacio y organizar el tiempo del aprendizaje y en general del proceso educativo. Necesidad en este sentido de otorgar máxima autonomía a las escuelas para que puedan resultar realmente efectivas para la vida y el futuro de sus alumnos.

The predominance of an epistemological paradigm that remains linked to the linear, cumulative, and reductionist form of science highlights the delay with which transdisciplinarity spreads in the educational world. The debate on the need for a global education reform fails to materialize, which, despite its long-term existence, views the same operators/teachers as only partially aware of the need for change; however, they are never sufficiently involved to give force to this change. The system remains paralyzed due to a dead end for which students are paying. Therefore, this study proposes a teaching methodology (Draft-Visualization©®). If adopted as a collegiate tool, it is capable of allowing the students to independently work in a transdisciplinary sense regardless of the initial degree of involvement of teachers. Finally, the general operating scheme of a method is proposed (Vetas-Educando©®) as a result of direct experience, which is inspired by the theory of complexity and organized in the principles of transdisciplinarity. The study believes that each educational reality must be capable of conducting its work without renouncing the rigor of a method that enables it to verify and measure results. In this manner, a classic error of the school world is avoided, that is, its self-referentiality.