Resumo

FREIRE, Maximina M.  e  PETRAGLIA, Izabel. Complexity: Paradigm or Epistemology? Kuhn and Morin beyond terminology reflecting on educational contributions. Rev. Diálogo Educ. [online]. 2023, vol.23, n.78, pp.979-995.  Epub 04-Out-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.078.ds01.

Paradigm and epistemology are concepts recurrently cited by scholars and researchers who debate the path of complexity, dividing opinions on which conception best relates to and most adequately reflects the complex notion in its most essential characterization. In this article, we aim to reflect on this terminological issue, trying to distinguish the term that, for us, best defines the founding principles of complexity, revealing its purposes and characteristics. Starting with a discussion about the concept of paradigm and its implications, we explore the nuances of what is called paradigmatic evolution, to arrive at the concept of epistemology and delineate its contributions to the view of complexity from a Morinian perspective. Moreover, we reflect on a reform of thought and education that, meaning metamorphosis, can lead us to the expectation of a transparadigmatology. Throughout our discussion, we direct considerations to the contributions of this argumentation to the teaching-learning process and to teacher education. Briefly, we promote an exercise in understanding the knowledge process itself in the light of complex thinking, based on Edgar Morin, towards a meta-point of view, which is justified by the understanding of the incompleteness of the whole, as a contribution to the sciences of Education and Applied Linguistics, among others.

Palavras-chave : Paradigm; Epistemology; Transparadigmatology; Thomas Kuhn; Edgar Morin..

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