Resumo

STRIEDER, Roque; TEDESCO, Anderson Luiz  e  LACERDA, Tiago Eurico de. Epistemological assumptions of complexity: subsidies for the training of basic education teachers. Rev. Diálogo Educ. [online]. 2023, vol.23, n.78, pp.1014-1031.  Epub 04-Out-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.078.ds03.

Educational sciences, by persisting in opting for traditional methodological and pedagogical paths, establish the logic present in mechanistic paradigms, and therefore they end up creating conditions for an anesthesia of systemic relations and planetary connections. By executing knowledge in this way, they begin to act in a disruptive and simplifying way. Therefore, this article, understood as a qualitative and bibliographic theoretical study, aims to understand the epistemic subsidies of the complexity paradigm capable of ensuring the training of basic education teachers committed to a humanizing, systemic and planetary formation. One is involved in paradigms that distance individuals from a conscious education that everything is interconnected in a systemic way and that their actions are linked in networks of global interdependence. For this reason, education is dreamed of as a web of entanglements and open connections in which everything that is thought and done is based on ethics and planetary (co)responsibility. A possibility to create sensibilities to recognize, in each human being, their uniqueness, their identity and legitimacy in each and every existential domain and vital ecological niche in the planetary scope.

Palavras-chave : Complexity; Basic education; Teacher training..

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