EDUCATION AND SUFFERING: MARKS OF A PARADIGM

Abstract

Education and suffering: marks of a paradigm - With the present work we intended to present a report of a research that is going on which is about the students' suffering as a consequence of educational practices that do not contemplate the human beings' fundamental needs in biological, epistemic and ontological terms. Such necessities are being pointed by recent transdisciplinar researches focusing the alive beings' functioning. Those didactic practices are considered, in the research, as highly inhibiting the being/knowing. That inseparability of the reality dimensions is the principal characteristic of the investigation based on the paradigm of the complexity making a counterpoint with the issues of the modernity fragmentation that represent an important focus of analysis. The theoretical background frame for the data analysis is built starting from sciences that constitute the self-organization movement focusing mainly the biological/cognitive theories of the Biology of Knowing by H. Maturana and F. Varela and Complexification through the noise by H. Atlan. The data refer to two main sources of collection: conversations with children from 5th to 8th grades of the Elementary School from state schools of two different cities and educators' depositions in form of life history. In the presentation it will be discussed only the data regarding to the first part because the second has not been analyzed yet. We highlight that it is a research in process and, for that reason, it will not be shown here conclusive situations but an emphasis in the coming of the research. From that theoretical frame, we do the analyses which axis is located on the issue of the (non)construction of senses in the school. We use sense standing for something that emerges from the human action and, therefore, as the human beings' production in the center of their action over the reality. In that perspective, the sense is integral part of the knowledge process, which, for its turn, does not separate itself from the living process. Key-words: education; suffering; complexity; structural joining; biology of knowing.