Qu’est-ce que problématiser? Genèses d'un paradigme

Abstract

Nowadays, the idea of the problem invades the school and training. How to avoid that this idea does not dilute and caricaturizes itself? It seems necessary to go back to the root question: What is problematization? The genesis of the paradigm of problematization is studied here departing from 4 problem philosophies from John Dewey, Gaston Bachelard, Gilles Deleuze and Michel Meyer. While these philosophies come up from different intuitions and develop their own theories, they largely converge on the idea of problematization which allows a precise definition of concepts (the problematization, the problem, the issue). These philosophies also allow to highlight the intellectual demands of an attitude that seems to take its normal course of the common thought and even - according to some of our authors - of philosophical thought,marked precisely by the forgetfulness of the problem. There is no problematization if self-control of thought is not present, a dialectic between data and conditions of the problem, which needs to conceive a logic of research, centered in the building of the problem and not just on its corresponding resolution. It is possible to outline the pedagogical implications of the four sketches, studied in relation to knowledge and problem. Their differences reveal themselves pedagogically over determined: they send back to the problems of a pedagogy of the problems.

Keywords

• ciências da educação
• epistemologia
• problematização