Tracce da osservare, seguire, leggere. Pensare per tracce e per erranze. Oltre un’epistemologia della complessità per educare nel contemporaneo

The anthropology and the epistemology of the complexity have distinguished, since many years, the Italian context by means of original and important contributions in the field of education in contemporary times. The article investigates how important is, in our multiple and creole educational contexts, to act with the difference and within the difference and to establish a conversation with some of the meaningful theoretical approaches that have raised up in the past years in the field of the research in human and social sciences an international level. So, we find ourselves face to unforeseen landscapes where the errant or the wandering become an element of critical reflection for our educational practices. We try to imagine how to take into a proper consideration the traces with which we daily deal and to experiment ways to go beyond them, with the aim of observing, narrating and living the plurality in all its fullness and its unpredictable relational act.