School suffering as an obstacle to knowledge/subjectivity building

Reflections on the consequences of modernity, seen as a deep fragmentation of reality dimensions that makes students suffer because of pedagogical practices contrary to human needs, led us to main question of this research: can the formalist and fragmentizing practices of the dimensions of making, being and knowing cause pain and suffering that jeopardize the full development of students? We describe the theoretical assumptions derived from the complexity paradigm and how they support the logical-theoretical structure of investigation. The most import theoretical frameworks were drawn from the theory of the Biology of Cognition developed by H. Maturana and F. Verela, whose main thrust is the issue of the inseparability knowledge building and subject building.

Suffering; Autopoiesis; Cognition; Structural coupling

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