Resumen

SILVA, Karla Fernanda Wunder da; SANTOS, Bettina Steren dos  y  POZZA, Mariangela. Innovation in the educational context: transformative perspectives for teacher training from the paradigm of complexity. Rev. Diálogo Educ. [online]. 2023, vol.23, n.78, pp.1032-1042.  Epub 04-Oct-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.078.ds04.

Theoretical production about innovation in the educational context, thinking about transforming perspectives for teacher education based on the paradigm of complexity, refers to the dialogical involvement that relates teaching practice today. The aim of this article is to make some considerations about the paradigm of complexity, based on creative and innovative actions in our environment. For this reason, it is believed that when discussing teachers' actions, it is essential to refer to teacher training, since they experience transformations in the classroom, these driven by different theories or methodologies. Consequently, every educational change affects work in schools, in their relationship networks, as it requires more than effort and technical mastery, it needs attention to the emotional dimensions. We aim to understand the different factors that condition, impact and intervene in the theoretical and methodological choices of each one, and how these are linked to the historical, social and academic context, in which the subject and his education are inserted. Methodologically, we explain concepts that contribute to teacher training. It is concluded that in this epistemological perspective, planning a search for the quality of teacher training Edgar Morin's Theory of Complexity serves as an inspiration to allow the mapping of situations and experiences of teachers, to help the understanding and reconstruction of the daily steps of each educator who is working, weaving relationships between society, knowledge, technologies, innovation, creativity.

Palabras clave : Complexity theory; Education; Innovation; Creativity..

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