Learning to Reexist: Foundations for a Bonding and Restorative Pedagogy in Times of Fragmentation

Abstract

This article proposes the foundations of a Linking and Restorative Pedagogy (PVR) from an epistemological break with the substantialist ontologies that have sustained modern education. It is proposed that the subject is not an entity prior to the relationship, but an emergent effect of tridifferent relational configurations between position, function and meaning. In this framework, six foundations are articulated: (1) radical relationality as a condition of existence, (2) ecopoiesis as a symbiotic legitimacy of the living, (3) triferential relational logic as a configurational architecture, (4) third-order cybernetics as a framework for reflexive action, (5) the critique of the substantial individual as an educational unit, and (6) the restitution of the field as a symbolic and political territory. Together, these foundations shift education from the management of subjects to the reorganization of the field as a space of shared emergence. PVR does not seek to include the other in a pre-existing system, but to transform the symbolic conditions that make its legitimate appearance possible. This proposal lays the foundations for a configurational, reflexive and ecopoietic pedagogical practice, aimed at sustaining fields where life can be restored as a link.