Resumen

SA, Ricardo Antunes de  y  LOPES, Rosana de Sousa Pereira. The right to education under the theoretical Assumptions of complex thought: contributions to teaching. Rev. Diálogo Educ. [online]. 2023, vol.23, n.78, pp.1115-1134.  Epub 04-Oct-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.078.ds10.

The objective of this article is to indicate the possibilities for reflecting on the right to education in the processes of initial and continuing teacher education, based on complex thinking. After an initial comparison, we have chosen to focus our analysis on the National Common Curricular Base (BNCC) (BRASIL, 2018), since the concepts and positions in this document are aligned with the National Curriculum Guidelines (DCNs) (BRASIL, 2010). To support our procedures, we have used the works of Morin (2000, 2001, and 2002), which address the concepts of the individual, humanity, and human nature. We consider that the concept of the right to education present in the mentioned legal documents demands a complex understanding of the individual as interdependent in a network of interactions, thus expanding the vision of the right to education, teacher education, and belonging to society. The social right to education should take into consideration the multiple dimensions of life and their complex relationships, recognizing the interconnection to promote educational processes that foster solidarity, cooperation, and dialogue among individuals and social groups, contributing to the construction of democracy. The theoretical assumptions of complex thinking can contribute to the production of relevant knowledge about the right to education and knowledge that establishes connections between knowledges, understanding the individual and the social in a multidimensional way, seeking a new epistemological stance in initial and continuing teacher education.

Palabras clave : Right to Education; Teacher training; Complex Thinking..

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