Resumo

FEDEL, Tiago Reus Barbosa  e  BEHRENS, Marilda Aparecida. PRINCIPLES FOR TEACHER TRAINING AND TO RETHINK THE ROLE OF CURRENT EDUCATION IN THE LIGHT OF THE COMPLEXITY PARADIGM. e-Curriculum [online]. 2019, vol.17, n.4, pp.1808-1836.  Epub 27-Jan-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i4p1808-1836.

This work, conducted in the research group Educational Paradigms and Teacher Training (Paradigmas Educacionais e Formação de Professores’ - PEFOP), aimed at investigating how educational paradigms influence and impact education. At the same time, a reflection on the contributions of the paradigm of complexity in education and, from it, propose referrals to point out formative courses for teaching in this conception. Thus, for a better understanding of the theme, it was proposed as a research problem: Considering the influence and impacts of paradigms in modern and contemporary education, which reference can be translated into guiding constructs to contribute to teacher training from the paradigm of complexity and current challenges in education? The methodological procedure involved a qualitative approach, of the type of descriptive and exploratory research that encompassed the analysis and the exploration of conceptual propositions, from the researched bibliographic resources. The theoretical references, whose conceptual propositions collaborate with this research, are of authors engaged in the investigation on educational paradigms and teaching practices, such as Cardoso (1995), Moraes (2004), Behrens (2013), Morin (2011, 2015), Weil (1991, 1993). From this theoretical framework, we intended to find constructs from the paradigm of complexity to develop a pedagogical practice that provides quite different ways of undertaking the process of teaching and learning. As a result, the production of knowledge in this work achieved the purpose of provoking a study and an investigation in conditions to point ways to the formation of teaching, taking as theoretical basis the principles of complexity in education.

Palavras-chave : Educational paradigms; Role of the school; Teacher training; Traditional model; Paradigm of complexity.

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