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- Experience, experientiality and complexityPublication . Oliveira Pires, Ana LuisaIn this paper we present a systematization of ideas that have emerged from a theoretical and epistemological reflection, relating the concepts of experience (Honoré, 1992, Larossa, 2002, 2011), knowledge from experience (Larossa, 2002, 2011, Freire, 1992, 2007, Sá-Chaves, 2004) developed within the conceptual field of adult education. Our purpose is to contribute to the discussion of the notion of experientiality, that we consider central to understand experiential learning processess and thus to contribute to adult education reflection, situating it in the epistemological framework of the complexity approach of Edgar Morin, where we find the basis and the presuppositions of this proposal. In this presentation, the concepts of experience and experientiality are analysed from the perspective of the complexity approach and the complex thinking (Morin, 1977, 1980, 1985, 1991, 1999,…, Nicolescu, 2003). We argue that is not possible to understand the complexity of adult learning processes without consider the existence of a central dimension — experientiality —, which has not been enough valued both in traditional theoretical educational approaches nor in adult learning settings. We will work the concept of experientiality evidencing its articulation with the concepts of experience and knowledge produced from experience, trying to evidence the existing epistemological links with the complexity approach and with the complex thinking of E. Morin. We also argue that the awareness of experientiality and experiential learning processes can be a basis for strengthening the transformative dimension of adult education (Freire, Mezirow), leading to the development of emancipatory practices and projects.