Abstract

JOAO, Renato Bastos. Corporeality and epistemology of complexity: through an experiential educational practice*. Educ. Pesqui. [online]. 2019, vol.45, e193169.  Epub May 22, 2019. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634201945193169.

This study was devised in order to present a didactic-methodological proposal based on a complex vision of human beings. The search for this notion of a human being, the philosophical assumption of any pedagogy, stems from the need to think of an educational practice that takes on the various human dimensions inherent to this process and goes beyond the perspective of a fragmentary education. As such, the concept of corporeality, based on Edgar Morin’s work The Method, is introduced. This article offers a complex epistemology that points out ways for combining the three great spheres of knowledge, that being physics, biology and anthroposociology, from three epistemic principles: recursive, dialogic and hologramatic. The concept of corporeality is grounded based on this epistemological perspective. It allows for an understanding of the human being in four intrinsic dimensions: physical-motor, affective-relational, mental-cognitive and socio-historical-cultural. Provided with this conception of human being, the foundations and principles of the experiential learning method are revealed, along with a structural model for planning experiential classes. Lastly, the study seeks to theoretically demonstrate that this teaching method is a didactic-methodological approach that is consistent with the interdisciplinary and transdisciplinary curriculum proposals. It also facilitates an educational practice that intends to: teach the human condition, teach experiences, teach how to organize and reconnect knowledge and recreate a school of citizenship.

Keywords : Corporeality; Experiential educational practice; Epistemology of complexity.

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