COMPLEXITY, IMAGINARY, EDUCATION

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Abstract

Abstract: The aim of this article is to understand the relationships between complexity, imaginary and education and how to apply this knowledge to rethink school organization and teaching practice, in which the symbolic practices organizing the real social are carried out, in order to welcome and know the individual culture or a group, in order to effect a practice consistent with the current scenario in which we live. This is a qualitative study, anchored in the paradigm of complexity, by Edgar Morin, and in the "Anthropological Structures of the Imaginary", by Gilbert Durand, and strengthened by studies of renowned researchers. For the study, two heuristics were elaborated: a description of the student's academic attire and a modest presentation of the Archetipal Test of Nine Elements, the AT-9. We believe that through an aesthetic emotion is that one discovers even a little more of himself, is that one learns to know the world and the nature of the other, the world of subjectivities, the worldof outer humanity, the world of other mentalities and cultures, as Morin teaches us.