¿Qué puede el conocimiento de vida en educación? : Tiempos y complejidad a través del Edgar Morin´s way

• Autor(a) principal: Jesus, Alan Willian de
• Data de Publicação: 2022
• Outros Autores: Marques, Luciana Pacheco
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação e Emancipação
• Texto Completo: http://periodicoseletronicos.ufma.br/index.php/reducacaoemancipacao/article/view/20398
• topic: complexity; time; education; Education; complejidad; tiempo; educación; Educación; complexidade; tempo; educação; Educação

In the light/shadow of complex thinking (MORIN, 2003b, 2007a), we write about what life-knowledge can do in education, based on some traces of the temporality of the life and work of the thinker Edgar Morin. The experience of life-knowledge (JESUS, 2015) helps us to welcome differences, similarities, diversities, equalities, and uncertainties based on the cognitive principles of complexity, which enables us to meet that education looks forward to today. The category time appears in the works of Edgar Morin in the intrinsic relationship with the concept of complexity, forging the notion of complex time (MORIN, 2008a) that allows us to think and inhabit education as a field of freedom expression that moves in and with the differences. We used the methodology based on bibliographic research (SALVADOR, 1971) to map the conception of time in Edgar Morin's works. We focus on the tracks of these manuscripts with the purpose of thinking how the understanding of time that permeates the thought of Edgar Morin allows us to think about the production of differences in education. For this, we brought as a research problem: What can life-knowledge in education? We understand that awareness and responsibility for the experiences of the times favor increasingly democratic ideals of listening for the ethics of understanding (MORIN, 2003b) in education.