o concreto, o abstrato e o mágico

repensando a psicologia da educação com gilbert simondon

Abstract

In this article, structured as a theoretical essay, we discuss the relationship between concrete, abstract, and magical thinking in child development through the lens of Gilbert Simondon’s philosophy. Initially, we present the fundamental aspects of the philosopher's notion of individuation and its consequences for the conceptualization of child development. Subsequently, we analyze how hegemonic epistemologies in educational psychology have conceptualized learning in its relationship with abstract and concrete thought. We then revisit the notions of concreteness and abstraction developed by Simondon, as well as his unique definition of magical thinking. In the concluding remarks, we reflect critically on the approach to thought and child development in its articulation with the Western way of life and political rationality. Finally, we highlight possible transgressions and insurgencies that emerge as we recover insights bequeathed by social and technical philosophy, particularly within Simondon’s work. By repositioning child development within a transductive framework, this study challenges traditional linear progressions of cognition. It suggests that the magical dimension of thought is not a primitive stage to be surpassed, but a permanent relational capacity. Thus, the essay proposes a shift in pedagogical perspectives, advocating for a more integrated understanding of the child's psychic and collective reality in contemporary society.