Cartografias Autopoiéticas da Docência: uma reflexão epistemológica e pedagógica no Ensino Superior.

Abstract

This dissertation proposes a reflection on an epistemological and pedagogical dimension of the teacher in Higher Education, based on the Biology of Knowledge, which defines the concept of cognition as creation, autopoiesis, opposing the dogmatic image of thought, based on representation and on rationalities imposed on the phenomenon of knowing. Its objective was to map the teacher's cognitive experience in the relational space of the Higher Education classroom, its epistemologies, the emotions that are present in the act of teaching and implications of this over the students' autopoiesis. A research conducted at the Federal University of Rio Grande - FURG, Santa Vitória do Palmar campus. The discussion took place under the visualization of two territories: the territory of emotioning and the territory of relationing. It was noticed the existence of pulsations that cross the two territories: the pulsations of affections and the pulsations of (un)rooting. In these territories, teaching moves through flows, in a flow intertwined of emotioning and rationality. The subjects experience other paths in their autopoietic organization. The intensity that goes through them in educational practice is of the order of pleasure, satisfaction, responsibility, but also of discomfort and difficulties. The map as an acentric system in this cartography, different from the decal had multiple entries and choices, in which the autopoietic subjects of this research explain the experience of being a teacher and the phenomenon of knowing from the coherence of their experiences and also, from the different domains of reality in their interactions with students in the relational space of the classroom.