Abstract
This paper presents a theoretical and analytical reflection grounded in Polylogical Cognitive Analysis, taking as its reference the knowledge required for the education of the future as proposed by Edgar Morin. The analysis of the seven forms of knowledge reveals convergences with the assumptions of cognitive polylogy, which conceives
knowledge as a complex, relational, and historically situated process in which multiple logics, rationalities, and systems of reference coexist. From this perspective, education is understood as a phenomenon that cannot be reduced to disciplinary or linear approaches, thus requiring interdisciplinary articulations, the recognition of subjectivity as a constitutive dimension of knowing, and the overcoming of epistemological fragmentation. Polylogical Cognitive Analysis enables an expanded interpretation of Morin’s proposals, reaffirming the centrality of complexity and the education of human beings for life in society, guided by an ethics of care, alterity, and planetary responsibility.