EDUCAÇÃO

auto-organização e complexidade

Abstract

Starting from the presuposition that paradigms influence decisively historic educational theories, the study deals with paradigms of auto-organization and complexity as interpretative resources of the educational process, with emphasis in a postmodern way of understanding the differences, plurality, fragmentarity, without abdicating to the possibilities of intersubjectivity and normativety as complex and self-organizative process of education, in the context of a raising epistemology closely related with natural fenomena of auto-organization that we find out in nature in general and in man/woman in particular who presens the most complex system we know: human brain.