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This paper presents the pedagogy of the problem in Michel Fabre, educational normativity model centered on experience. The problematization of this experience connects two guidance tools, metaphorically represented in the compass and the map, as an attempt for education to meet the challenges of a troubled world. The map represents the historical and cultural construct, the knowledge built by humanity. The compass represents the openness and polarization of cognitive scope in the experience organization. Education plays the role of providing the students with these two tools, helping them to seek and build their own path from a prudential and non-injunctive educational reason.

ORIENTAR-SE NOS HORIZONTES EPISTEMOLÓGICOS DA EXPERIÊNCIA: PROBLEMATIZAÇÃO E ETOPOIESE EM MICHEL FABRE