La formazione, l’incerto e le transizioni educative. Un approccio comprensivo-transazionale all’orientamento

Abstract

The paper, in a first part, proposes an analysis of the aporetic relationship between the uncertain and the self-formation, putting forward the hypothesis that it is an unthought of western educational theory, which has attempted to reduce it to only one of its dimensions, opposing two different conceptions of educational transitions and guidance practices. In this sense, in a second part, the paper inquires the double role of the uncertain in the formative processes starting from a comprehensive-transactional epistemological approach, which allows to think the uncertain nature of self-formation as a condition of generation of reflective and unreflective learning, whose reconfiguration engages the organism-environment unit in educational transitions. It follows that, in this perspective, the guidance practices are configured as interventions that accompany the subject to become aware of the inescapable relationship between conformation and transformation.