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In this essay I bring together the main contributions and approaches of CTS Studies, in conjunction with feminist epistemology and the decolonial perspective, in order to trace a path that leads towards new epistemological horizons, that is, that leads us to a Putting into crisis what we have learned, we assume and disseminate what knowledge is in all its dimensions: genesis, norms, requirements, characteristics and manifestations. Our circumstances today require us to go beyond the three currents that I review here show the urgency of epistemological dialogues that expose the biases that trace structural inequalities in our societies and that are not resolved with the development of science and technology born of a colonial episteme. To paraphrase Freire, knowledge (and therefore sciences and technologies) can only be liberating to the extent that we recognize the colonial oppression that resides in it, in us.
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