The Future of Education

Based on the implication of the horizon of two studies with epistemological foundations in Education Sciences, this paper debate relevant issues from the Paradigm of Convergence and Communication (Martins, Ferreira, Correia, 2016; MIT, 2011; Roco, 2013) and the relevant spin-off horizons. When we think the future of education, the invention (Serres, 1991) is the established ground to construct the metaphorical discourse. From this epistemological construct, different methodologies approaches are implicated in what we call the “power of convergence” and can contribute to the discussions about the reconstruction of the scientific field in the Educational Sciences. One of the horizon, (i) starts from a philosophical inflection, debates the conceptions of time and temporality and its methodological implications in the researches in Education. The other horizon (ii) portrays the nuances of narratives in the context of migration and family. Calling upon a metaphor of an airplane called “Nuances of Migration”, whose propellers will be: “Migration”; “Family experiences” and “School everydayness”, intended to explain the fluidity with which the narrative research puzzle moves. The passengers are six families and the crew are the researchers. The wind that the propellers produce after the airplane has taken flight generates a convergence that (re)groups the puzzle. From the junction of the winds comes a space generated from the narratives of migrant families and that allow to interpret migratory experiences in their daily life, therefore emerge the construct “(Luso)morpho”. The metaphor presented is related to: the epistemological basis of this investigation; reflection on the space-time in which this narrative process took place (Carvalho et al, 2015) and the theoretical-methodological horizon that allowed the researchers to compose the converge of meanings. In this sense, (iii) in the unusual encounter between scientists, educators, philosophers, children and adults as researchers and epistemic subjects emerges the power of ‘convergence’: your spin-offs horizons, trajectories and narratives in research in Educational Sciences. In drift, the two investigations, still in progress, metaphorically conflux in a debate inscribed in the construction of a critical project from “philosophically oriented and at the same time empirically founded theory of society” (Honneth, 1987).

Keywords: Convergence, Communication, Epistemology, Educational Sciences, Philosophy, Methodology.