Elementos da autopoiese no processo educacional e científico

Abstract

The school institution is, above all, a space in which pedagogical praxis is consolidated, aiming at students' learning and their orientation towards life on a living multidimensional planet. In this context the pedagogical praxis needs to accompany these movements at all levels of education, since the way the educational process develops reflects in students' learning. Therefore, a linear praxis can lead students to a disjunctive perception in a global world where everything happens in a network of interconnections. In this panorama, this dissertation aimed to identify the possibilities and challenges of developing the educational praxis through the prism of interdisciplinarity intertwined with issues concerning sustainability in its multidimensionality in the Education of Young and Adults - EJA, since the students of this educational modality are subjects that have a significant empirical knowledge that can be reconfigured, for the understanding of this planet in movement, by the school praxis. In order to delimit the field of research we selected two groups of the 3rd phase of the first segment of a municipal school in Manaus. In this process we choose the ecosystemic epistemology in which we dialog with Edgar Morin (2010a, 2010b, 2011a, 2011b, 2015); Ivani Fazenda (2008, 2011, 2012); Hiton Japiassu (1976, 1994), among others, dealing with education from the perspective of inter and transdisciplinarity and with Fritjot Capra (1998, 2005, 2006, 2014); Humberto Maturana (1982, 2002, 2011); Francisco Varela (2011) who, like the other researchers mentioned above, develop researches through the ecosystem prism, where all movements happen in a network, for them, sustainability is a matter of network life. In the research movement, due to a chaotic event, elements that were not in our project revealed their strength in altering the dynamics of the study. In the quest to generate a methodological framework capable of addressing both the general objective and the elements that emerged in the course of the research, we opted for a semi-structured interview, to give a voice to the subjects and through the form to understand the subjects' perception about sustainability in this process we chose cartography as a methodological strategy in which we dialogued with Cardinale Baptista (2011, 2014a, 2014b); Félix Guatari (2000); Guilles Deleuze (2000) and Sueli Rolnik (2011). In this weaving, it was evidenced that developing the educational praxis from the perspective of interdisciplinarity in the EJA, based on themes related to sustainability is not only possible, as essential for the learners to know, understand, reflect and act on the networks in which they are embedded. It has been realized that scientific research is not constructed linearly, with closed steps, that is, if the researcher is not willing to create new paths to follow the flows of the phenomenon researched, he will probably lose important information for his study, scientific community.