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Previous issue date: 2015-03-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The narrative proposed here is the testimonial register of the learning experiences originated from the theoretical axis of a study group in the University of Santa Cruz do Sul-UNISC called Grupo de A??es e Investiga??es Autopoi?ticas ? GAIA (Autopoietic Actions and investigations group). The group studies cognition, the emotion and the subjectivation that emerge together in the process of living. The research had as its main purpose, experiences while using the event Digital Technologies of Information and Communication in the creation of emotions, which can create other modes to exist through the learning with life. The research has on its basis the following theoretical vectors : theory of Autopoiesis by Maturana and Varela (1980; 1991; 2009); understanding the emotion by Damasio (1996; 2000), in the complexity through noise by Henri Atlan (1991); understanding of experience and occurrence in Deleuze (1974; 2001; 2006) and reflections on the technique in Ortega and Gasset (1989; 1991).The convergence point between education and complexity was intended to generate contributions to a learning process that consider the inseparability of ?learning is live?, emphasizing the creation of emotions and its epistemological and ontological implications in the relationships between subject and machine through the assumptions of the paradigm of Complexity, aiming an education deeply linked to life. The theoretical and methodological basis of the investigation was based on the research-intervention by Passos, Kastrup and Tedesco (2012; 2014), linking to the micro political understanding of everyday life focused on the denaturalization of the instituted practices in order to instigate the subjects of research to reflect about the pedagogical and institutional models established, generating actions, performances which may produce movements that allow to be outside of the traditional models of daily life by sliding through the truths already built in order to undermine the already given, finished precisely to make difference. It was also used in the present research the self-narrative, aiming to map the drawings from emotion creation ? voices, written production, rhymes, dances, body, collective - created in the mutant and plastic process of the research-intervention through the experiences while happenings or events, using digital technologies of information and communication. / A narrativa que proponho ? o registro/testemunho das aprendizagens pelas experi?ncias que partiram do eixo te?rico do Grupo de A??es e Investiga??es Autopoi?ticas - GAIA, da Universidade de Santa Cruz do Sul - UNISC, por meio do qual se estuda a cogni??o, o emocionar e a subjetiva??o que emergem juntas no processo de viver. A pesquisa teve como principal prop?sito, o emocionar: experi?ncias enquanto acontecimento utilizando as Tecnologias Digitais de Informa??o e Comunica??o, que podem criar outros modos de existir por meio do aprender ? viver. Porquanto, a investiga??o possui na sua tessitura, os seguintes vetores te?ricos: Teoria da Autopoiesis de Maturana e Varela (1980; 1991; 2009); entendimentos da emo??o de Dam?sio (1996; 2000), na complexidade pelo Ru?do de Henri Atlan (1991); compreens?o da experi?ncia e acontecimento em Deleuze (1974; 2001; 2006) e reflex?es sobre a t?cnica em Ortega y Gasset (1989; 1991).O ponto de converg?ncia entre educa??o e complexidade destinou-se a gerar contribui??es para uma aprendizagem que considere a inseparabilidade do aprender ? viver, enfatizando o emocionar e suas implica??es epistemol?gica e ontol?gica nas rela??es entre sujeito e m?quina por meio dos pressupostos do Paradigma da Complexidade, visando uma educa??o profundamente vinculada ? vida. A base te?rico-metodol?gico da investiga??o partiu da pesquisa-interven??o Passos, Kastrup e Tedesco (2012; 2014), vinculando-se ? compreens?o micropol?tica do cotidiano voltada para a desnaturaliza??o das pr?ticas institu?das, com o intuito de instigar os sujeitos da pesquisa - a refletirem sobre os modelos pedag?gicos e institucionais estabelecidos, gerando a??es, atua??es que possam produzir movimentos para poder estar fora dos modelos tradicionais do cotidiano, deslizando pelas verdades j? constru?das com o intuito de abalar o dado, o acabado justamente para se diferenciar. Utilizou-se tamb?m, a autonarrativa, intuindo cartografar os desenhos do emocionar ? vozes, escritas, rimas, dan?as, corpo, coletivo - criados na processualidade mutante e pl?stica da pesquisa-interven??o por meio das experi?ncias enquanto acontecimentos utilizando as Tecnologias Digitais de Informa??o e Comunica??o.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6034 |
| Date | 06 March 2015 |
| Creators | M?ller , C?sar Augusto |
| Contributors | Santos, Bettina Steren dos, Pellanda, Nize Maria Campos |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Faculdade de Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 600, 600, 600, 600, -3459865808041894734, -240345818910352367, 2075167498588264571 |
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