Abstract

In this autobiographical article I develop some turning points in my training as an educator. The first refers to the influence and educational implications that the person of Paulo Freire and his thinking had on me, which still persists today. However, as a disciple I had to distance myself from him because his presence, although necessary, made it difficultfor me to think autonomously, which contradicted his teachings. The other turning pointwas when I learned about Reuven Feuerstein's educational formulation, which enriched and complemented Freire's dialogic proposal. The last turning point, at least until now, tookplace when I learned about chaos theory, which shook me deeply and led me to reconsidermy entire conceptualization about education by understanding that educational processesare eminently chaotic and tend to self-organize in levels of increasing complexity. Thisradically differentiates them from schooling, which reduces them to orderly, linear sequences dependent on disciplinary contexts, which are expressed in orderly planning and evaluations where doubt and impression have no place. I develop the idea that thepropensity to learn flows thanks to chaotic conditions that favor bifurcations and emergencies that create new complexities, which corresponds to what educationalprocesses are, ranging from the creation of possible relationships, which, thanks to theantecedents collected by students, they can become probable relationships and that, if theadvancement of science and technology allows it, can be realized.