Abstract

CAMPOS, Ibrahim Camilo Ede  and  LIMA, Walter Matias. Problematic world and the challenges of organizing educational experience in uncertain complex problems. Acta Educ. [online]. 2021, vol.43, e51694.  Epub Sep 01, 2021. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v43i1.51694.

This article aims to present the model for organizing the educational experience according to the pedagogy of the problem by Michel Fabre (1948-), a French philosopher, focusing on the problematization of controversial social issues. Faced with the challenges of a problematic world that questions educational subjects concerning the content, mode, and timing of teaching-learning relationships, it is up to Education to provide the student and develop with him or her two interdependent metaphorical instruments that relate to the compass and cartographic organization of experience. The compass represents the cognitive and methodological functionality that formally structures the problematization process. The cartographic support constitutes the material and cultural substrate of this process, allowing the location, orientation, and discrimination of the limits of the educational itineraries to be followed by the student, with the help of the teacher. In the problematization of controversial social issues, the association of multiple ethical, scientific, political, economic, and cultural coordinates to rational and stable knowledge taught and reproduced in school alters the set of conditions and data mobilized for the construction or resolution of the problem. The treatment of these complex issues faces reductionist obstacles against which a methodological educational strategy is proposed, respectful of the plurality of argued and divergent positions. In a democratic school ethos and averse to normative injunctivities, neither receptive to relativisms that prevent the dialogical opening of the experience founded on intersubjectivity, educating for the problematization of life in society implies the regulatory and prudential dimensioning of the facts and values immersed in it. This exercise, to be carried out jointly by the educational subjects, provides the student with different possibilities of paths and choices leading to ethical self-constitution, an indeclinable task in this problematic world.

Keywords : philosophy of education; pedagogy and education; pedagogical systems; pedagogy of the problems.

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