The article aims to reflect on the possibility of a decolonized university. The thesis points out that it is possible and necessary to decolonize the university, making use of emerging models of thought that dialogue with each other. The writing is based on two arguments: the first presents the ecology of knowledge as a transformation strategy that questions the monoculture of knowledge and the second, based on the transdisciplinarity and dialogue of knowledge, as a practical approach to the possibility of rethinking knowledge. education. The reflection aims to contribute to the theoretical debate on the Latin American university and its current role.