La objetividad: un acercamiento a Humberto Maturana en el contexto educativo.

Abstract

The general understandings that are made regarding objectivity for Humberto Maturana, understood as objectivity in parentheses, distance themselves from the objectivity framed by the natural sciences and their desire for prediction, measurement and quantification, as they arise as a proposal to visualize the world and the reality correlated with the vital praxis. This dynamizes traditional understandings that distance the subject from knowledge and reality, expanding and transforming, as far as possible, paradigmatic concepts and traditional postures, decontextualized and timeless, that distance man from a real encounter and commitment with what happens . This understanding of a construction of knowledge close to man, makes sense as it is perceived that the world is not independent of it, nor is it located as something external that waits to be discovered, but this (the world) is recreated in the praxis vital, in the games of language, in social constructs and in the cultural fabric capable of giving meaning and meaning. It is necessary to be aware of the transition from objectivity handled by the natural sciences to the objectivity between parentheses defended by Humberto Maturana, because it is here as epistemological and ontological understandings as human activity is structured as a rescue of meaning, framed in an educational context that needs integral structural changes to rescue the truly important. That is why we place objectivity as a supra-ordered category, since it reveals the way we understand, study and approach the world with its infinity of forms and comprehensions. This is how placing ourselves from the objectivity in parentheses, characteristic of Humberto Maturana, which links man and his vital praxis in the construction of society and in broad terms of world and reality we can account for the need for change. However for such an achievement, it is necessary to clarify the epistemological and ontological changes as well as the theoretical systems used that will give account of their relevance and coherence. Fundamentation that is systematized, analyzed and reflected in the current contextualized research in an educational field, because this is where changes can have a real impact, since it is the context with the greatest need for change, seeing its constructive and transforming essence in the present. Taking into account the above, the following question is born: What are the understandings made about objectivity by Humberto Maturana, analyzing his contributions for the reflection of education? From which emerges the general objective of inferring the understanding of the construction of objectivity for Humberto Maturana, contextualized in the reflection of education with their respective specific objectives: Identify the realizations made around objectivity for Humberto Maturana, analyze the relationship between objectivity and educational reality for Humberto Maturana and interpreting the theoretical foundations around the objectivity of Humberto Maturana in light of the reflection of education. For this achievement, three basic texts are approached that bring together the main approaches among which we find: The reality, objective or constructed? Volume 1 Biological Fundamentals of Reality (1995), Reality Objective or Constructed? Volume 2 Biological Foundations of Knowledge (1996) and Emotions and Language in Education and Politics (1990), as well as complementary sources that enunciate the problematic of objectivity and the contributions of Maturana for its reflection with transforming emphasis. This is how the proposed objective seeks to infer the understandings of the construction of objectivity for Humberto Maturana, contextualized in the reflection of education. The answer to the proposed objectives and the problem question is achieved from several phases at a methodological level, among which we find the use, at first, of specialized analytical summaries under the information processing format, which includes an exercise clear of information collection archiving it under the title of the book, author, edition, processed chapter, central thesis, secondary ideas and comments, to pass later to the matrices of connection being careful in the collection and systematization of information as well as the corresponding analysis under the premise of respect for copyright. By arriving in a structured manner at the results and conclusions of the study, we intend to understand concepts such as objectivity, reality, culture and education which would provide the basis for solving the questions we are advancing in this research process, since education has faced problems not only structural but of sense, while it has lost a clear horizon in the formation. With this we want to defend an effort to recover the essential, the quality and the encounter as a human being in search of meaning, meaning and knowledge, as well as values and virtues that determine us in our work. Understandings that highlights our theoretical source (Humberto Maturana) in his philosophical reflection. Now, in general, the research has four chapters, in the first one the problem question, the problematization, the justification and the objectives are posited, in the second the state of the question and the theoretical frameworks which serve as a backbone that support the study, moving to the third chapter where the method or strategies to meet the objectives are addressed, as well as the ethical framework and application, in this is the connection table where the findings are displayed by categories, to end with a fourth chapter of results and conclusion as well as of the theoretical referents handled throughout this investigation.