Sentidos de vida e aprendizagem: um estudo de acordo com a prática de aprendizagem integradora e inovadora

Abstract

This research problematizes the conception of learning as it seeks to address the following problem: what is the relationship between the elaboration of meanings in life and the life long learning process, and its multiple relationships in individual and collective spheres based on life story of an educator, specifically in her process of aging, illness and death? The complex thinking of Edgar Morin is used as a theoretical and epistemological reference, in dialogue with the notion of transdisciplinarity. Access to research data was made possible through the use of a polyphonic life history device, constructed within a phenomenological existential hermeneutic and historiographic perspective.There search is characterized as a case study and aims to understand the relationship between meanings of life and learning, based on the elaboration of a biographical path, within the parameters of an integrative and innovative learning practice (PAII). The methodology is developed within the frameworks of Complex Thinking and Transdisciplinarity. Autobiographical production techniques are taken as techniques, in dialogue with the practice of autoethnography. The results of the study demonstrate that the meanings of life are presented as multiplicity that converge and diverge in the construction of their life story. Performative action in the face of the multiplicity of meanings of life, in different moments and existential cycles, allows human beings to become more author of their own history. The realization of the meanings of life, as an existential action, unfolds into learning, characterized as a continuous process throughout life, which implies the creation of one self and the world that concerns one.