Resumo

LIMA, Paulo Gomes. Epistemological foundation of the complexity paradigm and dialogue with teacher education. Rev. Diálogo Educ. [online]. 2023, vol.23, n.78, pp.1072-1086.  Epub 04-Out-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.078.ds07.

The objective of this article is to discuss the epistemological foundation of the paradigm of complexity, based on the contribution of Edgar Morin and the dialogue with teacher education. This perspective argues that being (man) and knowledge (knowledge) are inseparable elements that have complex multidimensional structures that bind and reconnect holistically (physical, biological, cerebral, mental, psychological, cultural, social), that is, "without excluding the one who knows from his own knowledge." The main objective of Edgar Morin, in proposing the paradigm of complexity, is to draw attention to the need to change the perspective of a world that "lives" and "sees" the real in a fragmented way, dissociating the parts of the whole as if they were independent elements. In this guideline, the dialogue with the training of teachers, besides being possible, embraces the commitment to understand and live education as a multidimensional phenomenon that does not dissociate the subjects from their forms of intervention in the real.

Palavras-chave : Paradigm of complexity; Edgar Morin; Teacher education..

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