Por uma ética educacional da ressonância: individuação, técnica e percepção na filosofia de Gilbert Simondon

Abstract

Building on a critique of the hylomorphic-substantialist model present in Gilbert Simondon’s thought, this research explores the foundations for an educational ethics of resonance. The central objective is to articulate the concepts of individuation, perception, and technique to show how Simondon’s notion of ontogenesis allows us to rethink human formation no longer from the perspective of an isolated individual, or the subject as a pre-constituted entity, but as a relational process of its becoming. Methodologically, the research adopts analogical reasoning as a transductive operation, a procedure that allows for establishing operative correspondences between the different regimes of individuation (physical, vital, psychic, collective, and technical), culminating in the ethical sphere of the transindividual. As a result, the aim is to reinvent the learning process, shifting the focus from the passive transmission of content to the inventive creation of pedagogical assemblages. Such assemblages aim to amplify perceptual capacity and foster a resonant attunement with the tensions of the pre-individual field, cultivating creative and ethically oriented responses, especially in the face of challenges posed by contemporary technical systems, such as algorithms. It can be concluded that this approach offers a theoretical framework for pedagogical individuation, which aims to transcend the limits of an institutional form of education by drawing on the potential of that institution itself, and whose most significant consequence is to situate ethics within the very process of the constitution of the self, in its inseparable relationship with the technical and the psychosocial.