NARRATIVES IN CONVERGENCES: BEING-ACTING IN A COMPLEX METHODOLOGY

Abstract

This study presents questions about the sufficiency of theoretical contributions linked to the paradigm of complexity to the emergence of a complex methodology of learning and other practical tasks of the education area. Our assumptions based on the belief that such constructs give account of these peculiarities, powering the know-how to be an act in coexistence. We demonstrate this perspective, in this text, by describing the operation of the Group of Actions and Investigations Autopoiéticas - GAIA, making us as subjects of the search actions, as observers involved in the act even to observe, what binds this study to the autopoiéticas and metacognitive approaches. The challenge is to enable, as dialogical experiences in complex environments such as virtual and presential networks of learning, new understandings in which to know is inseparable of living and it's can be applied in education. Articulando searches in different areas of knowledge, researchers involved with the GAIA tend to converge in defence of an education which weaves together, which is emerging mutual respect, amorosidade and also the need to be slow-acting in the knowledge that each body conspires to life with their own pace and cosmic implications. Our findings point to significant links between the clips shown and theoretical understanding of note-act with a way to search and learn, taking vehicles as the narratives of the group in various convergence, a process which nominamos as ontoepistemogênese. Furthermore, we demonstrate with the processualidade that study the narratives as flows that allow us to map a complex methodology, which emerges and is the be-known emerging from patterns that connect conceptual and markers. Keywords: education; complexity; language; narratives; learning.