La separación disciplinaria resultante del avance de las ciencias y los saberes ha generado sesgos respecto del contacto, la comprensión y la acción en la complejidad y los niveles de la realidad. La transdisciplinariedad, al convocar el examen de los problemas reales del mundo, precisa una elaboración metodológica de diálogo. El nivel epistemológico de la metodología general no basta para encauzar acciones de transformación, se requiere la elaboración de metodologías que tomen en consideración los presupuestos epistemológicos, los contextos específicos y pongan a dialogar actores y saberes involucrados. El Método VETAS® sistematiza una metodología dialógica transdisciplinaria, opera como método centrado en la identidad, y permite aplicaciones en situaciones complejas de salud, las organizaciones y la educación.

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.