Resumo

PELLANDA, Nize  e  PICCININ, Fabiana. SELF-NARRATIVES AS SELF-KNOWLEDGE: A DIDACTIC EXPERIENCE IN THE PERSPECTIVE OF COMPLEXITY. e-Curriculum [online]. 2020, vol.18, n.1, pp.453-472.  Epub 30-Set-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i1p453-472.

This article discusses the narrative as action/configuration of thinking and feeling and the potentialities that it carries in the epistemic and ontogenic sense. With this, we intend to problematize the concept of cognition as a representation of an objective reality divorced from the individual experience, as proposed by Bateson (1990), Espinosa (1983) and Morin (2010). In complexity, the learning process is considered inseparably from the ontogenesis of each human being, understanding learning as subjectivation. In complexity, the learning process is considered inseparable from the ontogenesis of each human being, understanding learning as subjectification. From a methodological point of view, the investigation proceeded from the experience in the classroom, with nine students of the discipline Epistemology of Complexity, from a Graduate Program in Language and its Literature, whose self-narratives were treated using the cartographic method, which provided the evidence that speaking, stir emotions and knowing are woven together. Thus, from meditation and the use of koans, haiku and mandalas, the self-narratives generated showed the inseparability of ontogenesis and the constitution of the self, in counterpoint to the linear and dichotomous paradigm of traditional education.

Palavras-chave : Self-narratives; Cognition; Complexity; Ontoepistemogenesis.

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