Assumer l'incertain et développer le bien commun. La transaction sociale comme paradigme de la pédagogie

The paper aims at building a possible dialogue between the paradigm of social transaction (ST) and pedagogy, through an analysis of the role that the concept of uncertain has in human becoming process. Showing the aporia between conformation and transformation, the concept of uncertain has been the object of the two different strategies of resolution performed by educational theories and practices. At the opposite, the ST aims to recognize and accept the complexity of uncertainty, considering uncertainty at the same time as a limit and a condition of formation. Aim that become possible in relation to the proposition of an epistemology able to think and include the aporetic dialectic at the base of pedagogy. So, the epistemology of the ST permits to reconfigure: at the theoretical level, educational action as a sequence of successive and reciprocal adjustments; at the practical level, educational intervention as a process of reflection and mediation for the development of individual and common well-being.